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SURVEY 


OF 


Chicago  Public  Schools 


1914 


REPRINTED    FROM    ANNUAL    REPORT    OF    THE 

SUPERINTENDENT     OF     SCHOOLS     FOR 

YEAR  ENDING  JUNE  30,  1914, 


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INTRODUCTORY. 


When  the  Department  of  Superintendence  of  the  National 
Education  Association  met  in  February,  1913,  at  Philadelphia, 
much  of  the  conversation  in  the  corridors  turned  upon  the  survey 
of  the  New  York  schools  recently  made  by  a  committee,  of  which 
ProfessorJEIanus-  of  Harvard  University  was  chairman — a  survey 
that  cost  $125,000.00.  The  superintendent  of  the  New  York 
schools  had  long  maintained  a  commanding  position  in  the  N.  E. 
A.,  not  only  because  he  was  at  the  head  of  the  largest  city  school 
system  in  this  country  but  also  because  of  his  clear  and  well- 
defined  views  on  education  and  all  subjects  related  thereto.  He  cer- 
tainly had  his  opponents,  but  it  goes  without  saying  that  one  in 
such  a  conspicuous  position  is,  in  the  nature  of  things,  certain  to 
raise  opposition.  And  although  the  younger  set  sometimes  con- 
gratulated one  another  upon  having  crossed  swords  with  him  in 
public  debate,  yet  he  stood  before  the  education  association  as  a 
superintendent  who  had  lifted  the  schools  of  New  York  City  out  of 
the  slough  of  despond  into  which  it  had  become  customary  to  as- 
sume that  they  had  fallen  long  before  he  was  placed  at  the  helm. 
The  report,  it  was  said,  criticized  adversely  not  only  the  schools 
but  also  the  methods  of  the  superintendent.  On  the  other  hand  a 
group  of  New  York  teachers,  attending  the  meeting  at  Philadelphia, 
was  fully  as  severe  in  its  comments  on  the  members  of  the  com- 
mittee and  their  methods. 

The  National  Council  of  Education  held  a  meeting  in  Phil- 
adelphia during  the  same  week,  and  appointed  a  Committee  on 
Tests  and  Standards  of  Efficiency.  The  members  of  that  commit- 
tee, composed  largely  of  college  professors,  have  since  appoint- 
ment been  busy  surveying  state,  city,  and  town  systems  of  edu- 
cation. They  have  not,  however,  done  all  of  the  surveying.  The 
Governor  of  Ohio  has  had  the  state  school  system  surveyed  b^  a 
commission  of  three  appointees,  residing  in  the  state,  the  study 
being  conducted  under  the  direction  of  a  member  of  the  City 
Bureau  of  Municipal  Research  of  New  York.  The  state  noi'nai 
schools  of  Wisconsin  have  been  surveyed  in  the  same  bureau 
and  the  presidents  of  those  schools  in  co-operation.  It  is  not  nec- 
essary to  list  all  of  the  states  and  cities  that  have  been  surveyed. 
In  Illinois  a  committee  of  fifteen,  composed  of  representatives 
from  the  State  Teachers  Association  and  other  educational  organi- 


321304 


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1 1  '  ^  ::•:.':•,  •    :       ,      ,  .  justrodugtory.- 

zations,  has  undertaken  a  slow,  painstaking  survey  of  the  state 
system.  Thus  far  the  investigation  has  been  based  on  question- 
naires, though  eventually  the  universities  in  the  state  will  do  some 
field  work. 

By  a  strange  fatality  forward  movements  in  mental  and  spir- 
itual affairs  are  sharply  defined  and  stated  as  finalities,  the  advance 
guard  often  forgetting 

"They  must  upward  still,  and  onward,  who  would 
keep  abreast  of  Truth." 

The  set,  narrow  confines  in  which  reports,  resolutions,  articles 
of  educational  belief  are  constructed  do  not  contain  anything  that 
is  suggestive  of  life  more  vigorous,  more  resourceful,  than  that 
already  achieved.  The  inefiicient  schools  suffer  today  not  from  lack 
of  standardization  but  from  adherence  to  standards  that  have  lonu 
since  been  left  on  the  rubbish  heap  by  industry  and  commerce,  by 
science  and  genetic  history,  by  social  and  spiritual  growth. 

The  demand  for  testing  and  standardizing  the  public  schools 
comes  apparently  from  the  business  interests  outside  because  it  is 
those  interests  which  furnish  the  large  sums  of  money  lavishly 
poured  out  for  investigation  and  printed  reports.  The  demand  did 
not  originate  in  the  commercial  and  manufacturing  circles;  it  had 
its  birth  in  education  societies.  The  present  condition  is  a  recrude- 
scence of  the  warfare  between  the  radicals  who  recognize  the  re- 
sponsibility of  the  school  for  the  development  of  power,  intellectual 
and  moral,  through  self-initiated  activity  in  a  stimulating  en- 
vironment, and  the  rigid  conservatives  in  education  who  hold  fast 
to  the  old  methods,  although  they  give  them  a  new  dress. 

Some  admirable  suggestions  have  been  made  in  the  reports 
published,  though  they  all  lack  one  thing;  the  discQv_er^  J3f  a 
method  Jiy  which  under  our  municipal  governments,  with  their 
frequent  changes,  it  is  possible  for  schools  to  be  in  reality  a  part 
of  the  progressive  activity  of  civilization,  so  that  obsolete  matter 
and  forms  of  instruction  may  be  overcome  or  cast  out. 

However,  T  fully  appreciated  the  good  things  that  might  result 
from  a  survey,  and  also  realized  that  Chicago  would  nojJhB-Xeit-ovit 
injjie^vepp  nf  JJTpJnvpstigaiion,  Befofe'~going  to  the  meeting  of 
the  Department  of  Superintendence  to  be  heldnn  February,  1914, 
at  Richmond,  Virginia,  I  talked  with  a  few  ipembers  of  my  staff 
about  our  undertaking  a  survey,  but  found  them  not  ready  to  en- 
dorse the  idea.  At  Richmond  the  burden  of  discussion  was  laid 
on  surveys.  After  listening  to  the  presentations  by  the  members 
of  the  Committee  on  Standards  and  Tests  of  Efficiency,  I  con- 
cluded  that  great  benefit  would  be  derived  in   a   system   if  the 


INTRODUCTORY.  Hi 

teachers,  those  wlio  are  directly  associated  with  the  children  and 
youth,  could  first  make  such  a  study,  if  of  only  one  line  of  in- 
struction or  effort.  I  then  called  together  the  superintendents  to 
consider  conducting  a  survey  of  our  system  by  ourselves,  before 
outside  experts  or  lay  investigators  should  take  up  the  work.  Witli 
seven  thousand  teachers  and  principals,  it  was  impossible  that  all 
should  have  the  benefit  of  activity  in  visiting  schools  and  discuss- 
.  ing  th.e  work  observed.  A  few  governing  conditions  were  laid 
down :  Every  school  should  have  a  representative  on  some  one  of 
the  survey  committees,  hence  no  school  should  have  more  than  one 
representative;  the  chairman  of  the  committees  should  be  taken 
from  the  superintendent's  staff,  because  each  could  have  greater 
freedom  in  planning  the  trips  and  the  meetings  of  the  committee 
in  charge  than  a  principal  or  teacher  could;  no  member  of  a  com- 
,  mittee  should  be  a  specialist  teaching  the  subject  assigned  thai 
;  committee.  Having  gone  thus  far  the  following  points  were  de- 
1  cided  upon :  First,  each  committee  should  hand  in  a  written  re- 
port on  or  before  May  15;  Second,  the  reports  should  indicate  de- 
fects in  the  work  as  well  as  excellencies;  Third,  suggestions  for 
improving  the  schools  should  be  made  freely;  Fourth,  the  com- 
mittee reports  should  be  presented  to  the  Board  of  Education  in 
the  Annual  Report  of  the  Superintendent  of  Schools  in  place  of 
the  customary  individual  reports  of  regular  day  schools  and  dis- 
tricts by  members  of  the  superintendent's  staff. 

The  schools  were  grouped  by  the  chairman  so  that  every 
school  in  the  city  should  be  visited  by  at  least  one  committee. 
Upon  the  urgent  request  of  some  committees  one  exception  was 
made  to  the  ruling  that  no  school  should  have  more  than  one 
representative  on  the  committees:  the  exception  was  in  case  of 
three  specialists  in  the  Normal  College  Faculty, 

Later,  it  was  said  that  teachers  were  becoming  uneasy  as  to 
the  obect  of  the  visits  by  the  groups.  The  superintendent  then 
sent  out  the  following : 

"The  survey  whicli  we  are  making-  of  our  schools  at  present  is  not 
in  any  way  intended  to  bring-  schools  into  comparison  with  one  another. 
No  teachers  will  be  marked;  no  schools  will  be  marked.  In  the  report  the 
schools  will  be  spoken  of  as  schools  A,  B,  C  Even  the  good  schools  will 
not  be  mentioned  by  name.  There  is  no  need  for  any  anxiety  or  excite- 
ment. Without  doubt,  we  shall  be  more  conscious  of  our  excellencies  or 
failures  because  of  visitors  coming-  to  the  school,  but  there  Is  nothing- 
which  will  in  any  way  disturb  any  teacher  in  his  or  her  position  as  a 
result  of  this  survey.  , 

"Should   there  come  later  a   survey   conducted  by  inspectors  from   the  I 
outside,  we   shall   have  our  own   survey  with  wliicli   to  judge   their  results.   I 
We   also    shall    have    gone    through    the    first   palpitations    and    excltemenjt^ 
caused  by  a  co-operative  investigation." 

Confidence  was  restored  and  the  only  strain  upon  teachers  and 
principals  was  that  felt  because  of  teaching  under  the  eye  of  fel- 


IV  INTRODUCTORY. 

low-teachers  and  principals  who  were,  doubtless,  silently  compar- 
ing the  methods  of  different  schools. 

Every  effort  possible  has  been  made  to  have  a  frank,  unpreju- 
diced report.  Defects  in  the  plans  underlying  the  organization  of 
some  line  of  instruction,  or  in  the  methods  by  which  the  plans  are 
effectuated  are  presented  for  consideration  in  order  that  they  may 
be  corrected.  Excellencies  are^  describedjn  order  that  the  good 
may  be  participated  in  by  all.  Dissemination  of  information  re- 
garding these  should  arouse  us  to  activity  that  will  correct  and 
strengthen  our  schools.  This  survey  present&_the.Jiiuiiiig:s_oX_the 
various  committees  more  from  the  viewpoint  of  the  principal  and 
the  teacher  than  do'tlTe  j^eports_aX-iho  college  experts.  College  ex^^ 
perts  who  are  making  a  specialty  of  testing  and  standardizing  pub-  | 
lie  schools  earnestly  desire  to  march  on  to  the  schools  of  Chicago. 
We  are  ready  for  a  fair  test,  but  we ^uggesTlTTalTnTe  siCuaf imi  would  / 
be  most  delicate  if  a  survey  committee  should  include  any  one  im- 
mediately concerned  with  the  organization  or  instruction  in  an 
elementary  or  high  school  charging  tuition  fees  within  the  cor- 
porate limits  of  Chicago. 

If  the  reports  of  the  surveys  seem  to  emphasize  defects  un- 
duly, we  must  remember  that  such  emphasis  characterizes  the 
teaching  mind.  The  day  will  come  when  goodness  will  be  devel- 
oped by  emphasizing  the  good;  truth,  by  emphasizing  the  true; 
beauty,  by  emphasizing  the  beautiful.  It  being  the  Judgment  of  the 
superintendent  that  the  Board  would  prefer  to  know  at  first  hand 
the  conclusions  of  the  threeJmndred  and  twenty  superintendentsT^ 
supervisors,  princijjals,  and-t^aehers  who  have  made  the  survey,  j 
the  only  suggestions  offered  to  the  various  committees  have  been 
in  regard  to  keeping  the  reports  within  the  space  limits.  The 
chief  difficulty  that  confronted  many  of  the  committ.ees  was  the 
restriction  of  the  report  in  length. 

Words  of  appreciation  are  due  to  those  who  gave  freely  of 
their  time  and  strength  in  traveling  long  distances  to  schools  many 
miles  removed  and  in  attending  committee  meetings  whose  ses- 
sions lasted  long  after  school  hours,  sometimes  until  late  in  the 
evening.  They  are  also  due  each  principal  and  teacher  who  helped 
carry  in  the  schools  the  work  of  the  absent  investigator  in  order 
that  the  school  system  might  be  benefited  by  the  experience  and 
judgment  of  their  representative.  To  appreciation  must  be  added 
commendation  of  the  boys  and  girls  who  entered  into  the  spirit  of 
the  survey  and  by  their  good  behavior  and  studiousness  aroused 
no  feeling  of  uneasiness  in  the  minds  of  their  teachers  who,  though 
absent,  knew  that  all  would  be  well  with  their  young  people.  Much 
stimulating   information   was    carried   back   to    the   pupils,    often 


INTRODUUTOin  .  V 

arousing  in  their  minds  a  desire  to  see  those  others  at  work.  It 
might  be  well  during  the  coming  year  for  the  faculty  of  a  school  to 
decide  upon  a  day  when  all  will  improve  the  opportunity  afforded 
by  the  Rules  of  the  Board  for  visiting  schools  and  for  the  school 
to  be  dismissed  on  that  day,  thus  making  it  possible  for  not  only  the 
teachers  but  also  the  pupils  to  spend  a  day  in  an  environment  and 
atmosphere  different  from  that  of  the  home  school. 

ELLA  FLAGG  YOUNG, 

Superintendent  of  Schools. 


i 

» 


THE  SURVEY 


''  I  "^ 


PAGE 

The  School  Plant 3 

Administration 16  '^ 

Child   Study 28 

Physical    Education 37 

Humane  and  Moral  Education 47 

Social  Efficiency   51 

Music   59    / 

Training  of  Teachers 67  ^ 

Kindergartens 85 

Reading 91 

Spelling  101 

Penmanship    Ill 

Arithmetic   and   Mathematics 122 

Geography  and  Nature  Study 136 

History    ;  .  .  .  144 

German    156 

Art-Construction 164 

Industrial  and  Prevocational  Education 178 

Commercial  Education  in  High  Schools 193 

Vocational  Work  in  Technical  High  Schools 202 

Vocational  Guidance   211 

A  Bureau  of  Vocational  Guidance 22] 

Special  Schools 226 

Penny  Lunches 244 

Corrective   Institutions 246 


*.,,,:       >  *»'j     \'t      'ill' 


SCHOOL  PLANT. 

Chicago  has  about  300  buildings  used  for  school  purposes. 
These,  with  the  grounds,  equipment  and  furniture,  have  cost 
65  millions  of  dollars.  Each  year  approximately  six  to  eight  per 
cent  of  the  entire  cost  is  expended  in  replacing  old  and  unsuitable 
buildings  with  new,  and  enlarging  the  plant  to  keep  up  with 
the  growth  in  school  attendance;  one  and  one-fourth  per  cent 
for  repairs  and  maintenance;  and  three  per  cent  for  operation, 
which  includes  heat,  light  and  janitor  service.  Thus  ten  to 
twelve  per  cent  of  the  total  cost  is  expended  each  year  to  keep 
the  plant  in  operation,  to  keep  it  in  repair,  and  to  enlarge  it  to 
meet  the  demands  of  growth  in  attendance. 

The  school  buildings  are  of  all  ages,  dating  from  1856,  the 
date  of  the  erection  of  the  oldest  building  now  in  use.  The  build- 
ings constructed  in  each  year  of  the  city's  history  since  that  date 
represented  at  the  time  of  their  erection  the  prevailing  ideas  in 
school  architecture  and  equipment.  As  ideas  changed  in  regard 
to  this  or  that  feature  of  school  house  construction,  correspond- 
ing with  the  advance  in  methods  of  school  administration,  the 
older  buildings  were  remodeled  to  meet  the  new  requirements. 
Thus  the  newer  theories  of  heating  and  ventilation,  the  demand 
for  sanitary  closets,  the  requirement  of  more  light  in  the  rooms, 
and  for  greater  security  from  danger  of  fire,  and  the  provid- 
ing of  space  and  equipment  for  the  later  additions  to  the  course 
of  instruction,  such  as  kindergartens,  manual  training  and  house- 
hold arts,  have  caused  changes  and  betterments  to  be  made  from 
time  to  time  which  have  cost,  in  the  aggregate,  many  millions  of 
dollars. 

The  city  endeavored  to  keep  pace  with  the  demands  of  the  pres- 
ent day  doctrine  in  school  house  construction  and  equipment  dur- 
ing each  year  of  the  sixty  represented  by  the  life  of  the  oldest 
building.  An  inventory  of  the  entire  school  plant  reveals  a  great 
variety  in  architectural  styles,  which  was  to  be  expected:  but  it 
also  shows  that  an  attempt  has  been  made  to  make  an  equal  dis- 
tribution of  school  equipment,  though  this  aim  is  yet  very  far 
from  complete  realization,  and  to  bring,  about  uniformly  good 
conditions  in  those  things  which  affect  the  health,  the  comfort 
and  the  safety  of  the  pupils. 

The  inquiry  has  been  directed  largely  to  the  question  of  the 
suitability  of  the  plant  for  the  proper  care  of  the  pupils.    Owing 


^  '   .  PUBLIC    SCHOOLS. 

to  the  limited  space  available  for  the  report,  attention  has  been 
directed  rather  to  a  few  things  affecting  the  welfare  of  all  pupils, 
than  to  a  hasty  and  superficial  survey  of  the  entire  system.  The 
question  of  the  suitability  of  the  school  houses  and  equipment 
for  carrying  on  the  various  special  lines  of  work  has  been  left 
to  the  consideration  of  the  committees  who  are  to  deal  with  those 
subjects.  The  high  school  buildings  have  not  been  considered  in 
the  chapter  on  the  complete  school  plant.  The  Senn  High  School, 
however,  with  its  equipment,  is  suggested  as  representing  the 
ideas  of  the  present  in  the  equipment  of  the  cosmopolitan  high 
school. 

Complete  School  Plant. 

The  special  kind  of  room  and  equipment  necessary  for  the 
teaching  of  the  various  subjects  will  doubtless  be  dealt  with  in 
detail  by  the  committees  who  have  those  several  subjects  under 
consideration.  The  plant  of  an  elementary  school,  to  meet  the 
present  day  requirements  in  regard  to  the  teaching  and  the  care 
of  the  pupils,  to  conserve  the  health  and  vigor  of  the  teachers, 
and  to  serve  the  community  as  a  social  center,  must  have  at 
least  all  of  the  equipment  listed  below: 

For  Teaching  Purposes:  Class  rooms,  with  varying  equipment 
to  meet  the  requirements  of  the  various  subjects;  kindergarten, 
manual  training,  cooking  and  sewing  rooms,  and  other  special 
rooms  as  needed,  properly  equipped;  and  space  on  the  grounds  foi 
school  gardens. 

For  Administration :  A  principal's  office,  with  a  private  office 
for  coi:isultations;  store  rooms  for  supplies  and  movable  equip- 
ment; a  room  for  meetings  of  the  faculty. 

For  Health  and  Sanitation:  A  gymnasium,  properly  equipped, 
and  separate  from  the  assembly  hall;  play  rooms  or  shelter  room,? 
into  which  children  may  go  while  waiting  for  the  doors  to  open 
in  inclement  weather,  and  for  play  space  for  pupils  of  the  primary 
grades  in  bad  weather;  a  bath  room;  a  room  for  the  use  of  the 
visiting  nurse  and  physician;  sanitary  toilet  rooms  on  each  tloor 
of  the  building;  drinking  water  supplied  on  each  floor;  play 
ground  space  on  the  grounds  sufficient  to  give  an  average  of  30 
square  feet  per  pupil. 

For  Teachers:  A  rest  room;  a  room  properly  equipped  in 
which  they  may  eat  their  luncheon;  toilet  rooms  on  each  floor. 

Supplemental :  An  assembly  hall  on  the  ground  floor,  not  com- 
bined with  gymnasium,  so  constructed  that  it  may  be  used  for 
evening  meetings  without  requiring  the  use  of  other  portions 
of  the  building;   a  library  room  for  pupils'  use;   an  adaptation 


REPORT  OF  THE  SUPERINTENDENT.  5 

of  the   ground   floor   rooms   for   community   center  uses   in   the 
evening. 

An  inventory  of  the  elementary  schools,  given  helow,  will  show 
how  near  they  come  to  realizing  this  idea  of  the  complete  school 
plant : 


3. 
4. 
5. 
6. 

7. 

8. 

9. 
10. 
11. 

12. 
18. 

14. 


Special  Equipment — Elexuantary   Schools. 

Percentage  of 
No.  of  Schools  Total  No. 

Having.  of  Schools. 

Assembly  Halls — 

On  ground  floor    66 

An  first  floor 39 

On  second  floor 1 

On  third  floor 87 

On  fourth  floor 20 

208  77% 

(Four  high  schools  and  61  elementary 
schools  have  no  assembly  halls). 
Gymnasiums — 

Separate  gymns 48 

Combined  assembly  halls  and  gymns. .   29 

Assembly  Halls,  with  apparatus 56 

Class  rooms,  with  apparatus 26         159  17% 

Basement  playrooms    about  80% 

Bath   rooms,  used    76               27% 

Manual  training  room,  with  equipment.  226                78% 

Cooking  room,  with  equipment 168                60% 

Dining  room  with  cooking  room 46 

Sewing  rooms   "       S0% 

Kindergarten   rooms,   used 198                70% 

Library  rooms    "       56% 

Rest  room  for  teachers *'       66% 

Lunch   room    for    teachers     (sometimes 

same  as  rest  room)    "       42% 

Store  room  for  supplies "       70% 

Store    room    for    lumber    "       50% 

A  few  rooms  set  aside  for  use  of  doctors  and  nurses 


In  this  inventory  appear  many  rooms  originally  used  as  class 
rooms  or  basement  playrooms  and  later  adapted  to  special  uses. 
In  the  newer  schools  provision  has  usually  been  made  for  all  of 
the  above  equipment  except  the  playrooms.  There  are  a  very 
few  of  the  older  schools  which  have  practically  none  of  this  spe- 
cial equipment.  A  school  which  has  no  assembly  hall,  gymnasium, 
kindergarten,  manual  training  room,  cooking  room,  library  room, 
or  bath  room,  and  which  has  but  little  playground  space,  should 
receive  most  earnest  and  immediate  attention. 


PUBLIC     SCHOOLS. 


School  Grounds. 


In  the  early  history  of  Chicago  schools  and  of  the  districts 
in  the  suburban  portions  later  annexed  to  the  city,  the  mistake 
was  made  of  not  securing  sites  large  enough  to  provide  adequate 
playgrounds  and  space  for  possible  additions  to  the  buildings. 
When  later  enlargement  of  the  grounds  became  necessary,  it 
could  only  be  done,  in  most  cases,  at  great  cost.  Sometimes  it 
was  found  to  be  impossible,  for  owners  of  the  desired  property 
would  not  sell,  and  the  Board  had  no  means  of  compelling  a  sale. 
In  1898  ihc"  legislature  enacted  the  law  under  which  the  Board 
of  Education  may  bring  condemnation  proceedings  to  secure  land 
wanted  for  school  purposes,  and  since  the  enactment  of  that  law 
most  of  the  elder  sites  have  been  enlarged  by  the  purchase  of 
adjoining  property.  In  too  many  cases,  however,  adjoining  prop- 
erty had  been  so  improved  as  to  place  its  value  above  the  point 
which  would  justify  its  purchase  for  school  purposes. 

In  most  cases  of  purchase  of  new  sites  in  recent  years,  a 
half  block,  or  a  whole  block  of  ground  has  been  purchased,  and 
the  grounds  are  thus  surrounded  on  three  sides  by  the  open 
streets,  so  that  at  no  time  in  the  future  will  there  be  any  inter- 
ference with  the  proper  lighting  of  the  rooms  by  tall  structures 
built  near  the  school.  Such  sites  give  room  for  the  proper  plac- 
ing of  the  house,  allow  for  possible  additions,  give  play  space, 
and  permit  of  adornment  by  landscape  gardening.  When  mak- 
ing additions  to  sites,  the  usual  praetice  has  been  to  purchase  to 
the  street  on  three  sides  of  the  block,  filling  out  a  rectangle  which 
is  bounded  by  streets  on  three  sides  and  by  an  alley  on  the 
fourth.  An  examination  of  the  maps  of  291  school  sites  gives 
the  following  result:  The  number  of  school  sites  now  occupy- 
ing a  whole  block,  and  bounded  by  streets  on  the  four  sides,  is 
24.  Those  bounded  by  streets  on  three  sides,  number  123.  Those 
bounded  by  streets  on  two  sides,  either  being  corner  lots  or  ex- 
tending through  from  street  to  street,  and  thus  having  two  sides 
free  from  obstruction,  number  110.  The  inside  lots,  extending 
from  the  street  to  an  alley  in  the  rear,  but  bounded  on  the  other 
two  sides  by  alleys  or  by  private  property,  number  only  34. 

A  school  site  extending  across  the  block  in  one  direction  and  to 
about  the  middle  of  the  block  in  the  other  direction,  usually 
covers  from  60,000  to  75,000  square  feet.  If  it  occupies  more 
than  half  of  the  block,  or  the  whole  of  it,  the  area  will  be  be- 
tween 100,000  and  200,000  square  feet.  An  examination  of  the 
291  sites  above  mentioned  gives  the  following  results : 


REPORT  OF  THE  SUPERINTENDENT. 


Number 
Area,  Square  Feet.  of  Sites. 

300,000  or  over    2 

200,000  and  less  than  300.000 3 

100,000  and  less  than  200,000 37 

70,000  and  less  than  100,000 62 

50,000   and  less  than     70,000 86 

30,000  and  less  than     50,000 74 

20,000  and  less  than     30,000 23 

Less  than  20,000   4 


291 


These  measurements  show  that  approximately  two- thirds  of 
the  sites  are  larger  in  area  than  an  acre  of  ground,  and  nearly 
one-third  of  them  are  two  acres  or  more  in  area.  The  policy  of 
the  Board  in  buying  large  sites  is  to  be  commended.  The  complete 
block,  rather  than  the  half  block  should  be  preferred,  and  this  it  is 
usually  possible  to  get  in  the  newer  portions  of  the  city. 

To  enable  one  to  judge  as  to  whether  these  areas  are  sufficient, 
the  number  of  pupils  in  the  school  must  be  shown  in  each  case. 
A  piece  of  ground  300  feet  long  and  250  feet  wide  furnishes 
75,000  square  feet  of  ground.  If  the  building  and  necessary  ap- 
proaches cover  about  30,000  square  feet,  there  is  left  an  area  of 
45,000  for  playgrounds,  gardens,  etc.  If  30,000  is  used  for  play- 
grounds alone,  and  the  school  has  1,000  pupils,  this  gives  an  aver- 
age of  30  square  feet  per  pupil  for  play  purposes. 

If  30  square  feet  of  free,  open  playground  space  per  pupil 
be  fixed  as  the  minimum  amount  necessary  to  permit  of  normal, 
healthful  outdoor  play  of  school  children,  we  fmd  that  about  50% 
of  the  school  grounds  of  the  elementary  schools  provide  that  much 
or  more  space,  and  about  50%  of  them  less  than  that  amount.  If 
20  square  feet  be  fixed  as  the  minimum,  about  70%  of  the  schools 
have  that  amount  of  space  or  more.  In  detail,  the  statement  is  as 
follows;  only  the  space  actually  devoted  or  to  be  devoted  when 
improved  to  playground  uses  has  been  included : 

Less  than  5  square  feet  per  pupil  3  per  cent  of  the  schools 

From     5  to     10  square  feet  per  pupil  8  per  cent  of  the  schools 

From  10  to     15  square  feet  per  pupil  9  per  cent  of  the  schools 

From  15  to     20  square  feet  per  pupil  10  per  cent  of  the  schools 

From  20  to    25  square  feet  per  pupil  3  3  per  cent  of  the  schools 

From  25  to    29  square  feet  per  pupil  7  per  cent  of  the  schools 
Total    less  than   30   sq.   ft.   per   pupil ..  50  per  cent  of  the  schools 

From  30  to     40  square  feet  per  pupil  19  per  cent  of  the  schools 

From  40  to     60  square  feet  per  pupil  17  per  cent  of  the  schools 

From  60  to  100  square  feet  per  pupil  6  per  cent  of  the  schools 

Over  100  square  feet  per  pupil  8  per  cent  of  the  schools 

Total    30    sq.    ft.    or    more    per    pupil.  .  50  per  cent  of  the  schools 


8  PUBLIC    SCHOOLS. 

Unfortunately,  some  of  the  larger  schools  are  among  those 
which  have  the  smallest  playground  space,  and  of  course  the 
space  per  pupil  in  such  cases  is  quite  small.  However,  some  of 
the  largest  of  the  schools  in  the  congested  districts  are  immedi- 
ately adjoining  public  playgrounds  which  are  available  during 
the  school  day  for  the  school  children.  It  should  be  noted  in 
the  case  of  many  of  the  others  which  have  small  playground 
space,  that  the  delay  in  securing  larger  space  is  owing  to  the  hope 
of  replacing  the  school  by  a  new  school  on  a  larger  site.  When 
all  allowances  are  made  for  such  cases,  there  still  remain  about 
ten  percent  of  the  school  playgrounds  which  have  less  than  15 
square  feet  per  pupil.  These  should  all  receive  immediate  con- 
sideration. 

Playground  Surface. 

About  60%  of  the  playgrounds  are  covered  with  cinders  and 
about  30%  with  brick.  The  remaining  10%  have  torpedo  sand, 
bank  sand,  grass  or  prairie  soil.  No  wholly  satisfactory  surface 
has  yet  been  found.  Brick  is  clean,  but  for  children's  play  it  is 
too  hard.  Cinders  affords  a  more  satisfactory  surface  for  play, 
but  in  wet  weather  it  is  dirty  and  "tracks"  into  the  house,  and 
in  dry  wether  it  is  dusty.  Torpedo  sand,  where  it  has  been  tried, 
is  generally  preferred  by  the  principals  as  compared  with  brick 
or  cinders.  Where  the  covering  of  sand  is  deep  enough  to  keep 
the  foundation  of  cinders  or  other  material  fully  covered,  it  re- 
mains clean,  and  children  are  not  hurt  by  falls  as  on  cinders  or 
brick.  The  children  generally  prefer  the  sand  wherever  there  is 
an  opportunity  for  choice. 

It  is  recomended  that  further  trial  be  made  of  torpedo  sand 
covering  in  new  construction  until  its  qualities  have  been  fully 
tested. 

Lawns  and  Gardens. 

Although  two-thirds  of  the  schools  have  grass  plats,  the  qual- 
ity of  the  sod  is  good  in  comparatively  few  of  them.  In  some 
cases  buildings  interfere  with  good  sunlight,  poor  soil  retards 
others,  and  some  are  plainly  neglected.  P'ine  specimens  of  Am- 
pelopsis  Veitchii  (Boston  Ivy  and  a  few  other  vines  cover  parts 
of  the  walls  of  two-fifths  of  the  buildings.  They  rescue  the  build- 
ings from  bareness  and  gWe  them  dignity  and  home-likeness.  At 
least  a  beginning  has  been  made  in  planting  shrubbery  about  the 
grounds  of  about  one-third  of  the  schools.  A  few  schools  have 
such  elaborate  landscape  gardening  that  they  appear  to  be  set 
down  amid  small  parks. 


REPORT  OF  THE  SUPERINTENDENT.  9 

Besides  lawns,  vines  and  shrubbery,  forty  percent  of  the 
schools  have  gardens,  which  indicates  the  rapid  growth  of  the 
interest  in  plant  culture.  During  the  growing  season  the  engineers 
have  much  less  work  to  do  than  during  the  winter  months,  and 
it  should  be  a  part  of  their  regular  duties  to  assist  the  school  in 
preparing  for  planting.  Also,  they  should  be  responsible  for  the 
care  of  all  plants  during  school  intermissions,  especially  during 
the  summer  vacations.  In  every  school  building  there  should 
be  a  room  heated  separately,  where  plants  may  be  kept  during  ■ 
week  ends  and  during  vacations  in  winter. 

Basement  Play  Rooms. 

With  few  exceptions  the  school  buildings  erected  previous  to 
1907  were  three-story-and-basement  buildings.  That  style  was 
somewhat  wasteful  of  space  and  for  that  reason  not  economical 
in  respect  of  cost.  The  new  buildings  are  so  constructed  that 
all  space  inside  of  the  walls  may  be  utilized  for  school  purposes. 
There  is  no  longer  a  basement,  whose  waste  spaces  may  be  used 
for  play  rooms  for  the  children,  or  places  in  which  they  may  go 
in  bad  weather  while  waiting  for  the  doors  to  open.  About  80% 
of  all  buildings  have  such  play  room  space,  and  only  the  buildings 
of  the  ground-level  tj^pe  are  without  them.  The  fact  that  all 
the  space  may  be  used  for  school  rooms  makes  the  use  of  a  portion 
of  it  for  play  purposes  appear  to  be  an  unwarranted  expenditure 
of  money,  in  view  of  the  difficulty  of  keeping  up  with  the  growing 
demands  for  actual  school  rooms.  However,  a  waiting  place  or 
shelter  for  pupils  who  come  too  early  lo  school  in  inclement 
weather  appears  to  be  not  only  desirable,  but  necessary.  A  space 
the  size  of  an  ordinary  school  room  on  each  end  of  the  building 
is  sullicient,  and  it  may  be  adapted  to  other  school  uses  during 
the  day.  It  is  recommended  that  a  return  be  made  to  the  practice 
of  providing  these  so-called  play  rooms  or  shelter  rooms  in  new 
buildings. 

Fire-Proof  Buildings. 

There  are  52  school  buildings  of  (A)  or  fire-proof  construction 
throughout,  24  of  (B;  or  semi-fire-proof  construction,  having  fire- 
proof stairways  and  corridors,  and  G  which  are  of  semi-fire-proof 
construction  with  fire-proof  additions  constructed  later.  In  all  of 
these  82  buildings,  as  well  as  in  the  portable,  one-room  buildings 
in  use  in  many  parts  of  the  city,  the  children  are  as  secure  from 
actual  injury  by  fire  as  they  are  on  the  open  playgrounds. 

The  total  number  of  pupils  in  the  public  schools  at  the  close 


10  PUBLIC     SCHOOLS. 

of  March,  1914,  was  275,526.    In  these  82  buildings  and  in  the  port- 
ables, at  the  close  of  March,  1914,  there  were: 

In  the  52  flre-proof  buildings 48,348 

In  the  24  semi-fire-proof  buildings 21,338 

In  the  6  composite  buildings 6,491 

In  the  170  portable  buildings 6,500 

Total 82,677 

This  is  30%  of  all  of  the  pupils  in  the  public  schools. 
Fire-Proof  Additions  to  Old  Buildings. 

It  would  be  difficult  to  judge  of  the  actual  danger  from  tire  to 
a  child  seated  in  a  fire-proof  or  semi-fire-proof  addition,  if  the 
old  portion  of  the  building  should  be  in  flames.  The  question  of 
control  and  direction  in  emergency  must  be  considered.  But  con- 
sidering only  the  actual  danger  of  injury  from  fire  while  in  the 
school  room  or  on  the  way  out  of  the  building  through  the  flre- 
proof  corridors  and  down  fire-proof  stairways  of  that  portion  of 
the  building  in  which  his  school  room  is  situated,  there  is  no 
probability,  scarcely  any  possibility,  even,  of  injury.  In  the  flfty- 
flve  flre-proof  and  semi-fire-proof  additions  to  school  buildin^^s, 
there  were  housed  at  the  close  of  March,  1914,  29,137  pupils,  or 
about  11%  of  the  total.  The  assembly  halls  of  such  schools,  in 
nearly  all  cases,  are  in  the  new  portion  of  the  building,  on  the 
ground  floor,  so  that  danger  from  flre  or  panic  while  the  children 
or  adults  are  assembled  in  the  hall  is  scarcely  to  be  considered. 

If  we  may  be  permitted  to  add  these  to  the  30%  of  the  pupils 
who  are  unquestionably  safe,  we  find  that  about  41%  of  the  pupils 
may  be  considered  as  free  from  danger  of  injury  by  fire. 

The  remaining  60%  of  the  pupils  are  housed  in  buildings  of 
the  old  type  of  construction.  Although  experience  has  shown 
that  the  fire-hazard,  both  for  buildings  and  pupils,  is  quite  small, 
yet  the  danger  is  always  to  be  guarded  against;  and  the  fire  drill, 
with  its  consequent  tendency  toward  orderly  control  in  emergency, 
is  the  best  means  for  ensuring  safety  from  fire,  and  from  the  dan- 
gers of  panic  resulting  from  real  or  supposed  danger  from  fire. 

It  is  recommended  that  consideration  be  given  to  the  question 
of  providing  incombustible  stairways,  and  fire-proof  floors  and 
ceilings  for  the  corridors,  in  the  200  buildings  and  parts  of  build- 
ings which  are  of  the  ordinary  construction.  If  this  were  done, 
the  pupils  would  be  practically  as  safe  from  actual  danger  from 
fire  as  in  a  semi-fire-proof  building.  The  fire-hazard,  as  has 
been  said,  is  quite  small,  with  the  buildings  as  they  are  now.  yet 
the  assurance  of  complete  safety  ought  to  be  given.    This  recom- 


REPORT  OF  THE  SUPERINTENDENT. 


11 


mendation  will  appear  the  more  reasonable  when  it  is  realized 
that  most  of  these  buildings  are  of  such  substantial  character  that 
they  will  probably  be  in  use  for  the  next  forty  to  fifty  years. 

Lighting  of  School  Rooms. 

The  regulations  of  the  Board,  as  well  as  the  building  ordin- 
ances of  the  city  of  Chicago  require,  in  new  construction,  that  a 
school  room  shall  have  outside  window  glass  area  equal  to  20  per 
cent  of  the  floor  area  of  the  room.  It  is  only  within  the  last- 
fifteen  years  that  this  requirement,  thought  to  be  the  minimum 
necessary  for  good  lighting  of  a  school  room  in  Chicago  in  all 
seasons  of  the  year,  was  put  into  force.  It  goes  without  saying 
that  many  of  the  older  buildings  do  not  meet  these  requirements. 
An  examination  of  217i  class  rooms  in  105  buildings  gives  the  fol- 
lowing results : 

PERCENTAGE  OF  GLASS  AREA  COMPARED  WITH  FLOOR  AREA. 

Rooms  Having                                               No.  of  Rooms.  No.  of  Pupils. 

20%  or  more    715  31,216 

18%   and   less   than   20% 327  14,156 

15%  and   less   than   18% 545  24,883 

12%    and  less   than   15% 440  20,252 

9%  and  less   than   12% 105    .  4,729 

Less  than   9% 42  1,991 

2,174  97,227 

This  would  indicate,  for  all  elementary  and  kindergarten  class 
rooms,  the  following: 

20%    or  more  of   glass   area  33%  of  all  class  rooms 

18%  and  less  than  20%  15%  of  all  class  rooms 

15%  and  less  than   18%  25%  of  all  class  rooms 

Total — above  15%  73%  of  all  class  rooms 

12%  and  less  than  15%  20%  of  all  class  rooms 

9%  and  less  than  12%  5%  of  all  class  rooms 

Below  9%  2%   of  all  class  rooms 

Total — below  15%  27%  of  all  class  rooms 

Many  of  the  rooms  w^hich  show  a  small  percentage  of  glass 
were  not  originally  intended  for  class  rooms.  Some  of  them  are 
ground  floor  rooms,  in  the  three-story-and-basement  style  of  build- 
ing, and  overcrowding  of  the  school  has  brought  about  their  use 
as  class  rooms.  In  other  cases  the  fault  is  clearly  one  of  con- 
struction at  a  time  when  less  importance  was  attached  to  the 
question  of  proper  lighting  of  school  rooms. 

The  height  of  the  top  of  the  glass  above  the  floor  is  fixed  at 
not  less  than  one-half  the  width  of  the  room  in  new  construction. 


12  PUBLIC     SCHOOLS. 

The  lighting  of  some  wide  rooms  in  old  buildings  is  faulty  be- 
cause of  windows  which  are  low  in  comparison,  but  this  fault 
can  usually  be  corrected  by  proper  placing  of  seats. 

It  is  recommended  that  immediate  consideration  be  given  to 
those  rooms  showing  less  than  12%  of  glass  area.  In  some  in- 
stances, the  window  openings  can  be  made  larger  at  small  ex- 
pense. Certainly,  where  but  two  or  three  such  rooms  exist  in 
a  large  school  building,  the  expense  should  not  be  considered  pro- 
hibitive. 

Many  rooms  in  houses  built  previous  to  189i  have  windows 
in  the  rear  of  the  room,  as  well  as  at  the  side.  These  make  bad 
cross  lights  for  the  pupils  and  are  trying  upon  the  teacher  who 
is  obliged  to  face  the  light.  It  is  probably  impractical  to  change 
these  conditions  in  an  entire  school  building  in  the  majority  of 
cases,  by  enlargement  of  window  area  on  the  side  and  closing 
of  rear  windows,  on  account  of  the  great  expense  involved,  and 
for  architectural  reasons. 

Heating   and   Ventilation. 

In  all  of  the  school  buildings,  except  a  few  small  schools  and 
branch  buildings  of  one  to  four  rooms  on  the  outskirts  of  the 
city,  the  one-room  portable  buildings  and  eight  old  buildings  in 
the  older  portion  of  the  city,  the  plenum  system  of  heating  and 
ventilating  is  used.  By  that  is  meant  the  method  of  heating  the 
air  to  the  proper  temperature  by  means  of  steam  coils  and  forc- 
ing it  into  the  rooms  by  a  blower.  In  about  257©  of  the  schools, 
additional  heat  is  supplied  in  very  cold  weather  by  a  system  of 
steam  coils  in  the  rooms.  The  amount  of  air  to  be  supplied,  as 
required  by  city  ordinance,  is  2'4  cubic  feet  per  minute.  The  cold 
season  had  ended  when  this  survey  was  begun,  and  there  was 
therefore  no  opportunity  for  uniform  tests  of  the  lieating  and 
ventilation  systems,  but  the  records  of  the  Chief  Engineer's  office 
show  that,  on  tests,  all  of  the  heating  plants  in  schools  in  which 
the  plenum  system  is  used  came  up  to  the  Board's  requirement 
of  30  cubic  feet  per  minute  per  pupil.  In  the  newer  schools  the 
tests  showed  36  to  45  cubic  feet.  A  device  for  supplying  moisture 
to  the  air,  known  as  a  humidifier,  is  in  operation  in  about  35% 
of  the  schols.  Tests  show  that  these  keep  the  air  at  about  42% 
to  45%  humidity,  which  is  not  much  below^  the  standard  of  50% 
generally  accepted. 

In  all  new  construction,  the  air  supply  is  taken  in  at  some 
distance  above  the  surface  of  the  ground — in  some  cases  30  to 
50  feet  above  the  street  level.  In  about  25%  of  all  schools,  the 
intake   is   15   feet  or  more   above  the  ground;  in   about  20%   of 


REPORT  OF  THE  SUPERINTENDENT.  13 

the  buildings  the  intake  is  from  5  to  15  feet  above  the  ground; 
while  in  55%  of  the  buildings,  the  intake  is  less  than  5  feet  above 
the  ground.  In  about  15%  of  the  buildings  (included  in  the  55% 
last  mentioned),  it  is  at  ground  level  or  less  than  one  foot  above 
the  ground.  The  intake  at  or  near  the  surface  of  the  ground  is 
objectionable  because  much  dust,  and,  on  dry  and  windy  days, 
quantities  of  light  flying  particles,  are  drawn  in  by  the  suction 
of  the  fans  and  sent  up  to  the  rooms  with  the  air.  Where  they 
are  lower  than  15  feet,  the  intakes  should  be  changed  where  pos- 
sible, so  as  to  take  in  the  air  at  a  higher  level. 

The  small  branch  buildings  and  the  one-room  portable  build- 
ings are  heated  by  hot  air  furnaces  or  jacketed  stoves,  with 
fresh  air  intakes,  which  supply  an  amount  of  fresh  warmed  air 
much  less  than  is  required  for  perfect  ventilation.  For  these 
rooms,  the  method  of  ventilation  by  partly  opened  windows  in 
less  severe  weather,  and  by  occasional  "blowing  out"  of  the  rooms 
by  opening  the  doors  and  windows  for  a  minute  in  severe  weather, 
is  the  best  method  of  keeping  the  air  comparatively  fresh.  An 
improvement  in  the  jacketed  stoves  which  will  bring  about  a 
greater  draft  in  the  foul  air  exhaust  and  in  the  fresh  air  ducts 
is  about  to  be  installed  in  oome  of  the  new  portables.  In  ten 
of  the  small  branch  schools  on  the  borders  of  the  city  and  in  a 
few  rented  rooms  stoves  are  used;  but  in  practice,  wherever  there 
is  prospect  that  the  branch  will  not  soon  be  abandoned,  jacketed 
stoves  are  supplied,  with  fresh  air  intakes,  as  in  the  portables. 
Eight  of  the  older  school  buildings  in  the  city  are  heated  by  what 
is  termed  the  gravity  indirect  system,  which  means  that  the  air 
is  heated  by  steam  coils  instead  of  in  a  furnace,  and  is  conducted 
to  the  rooms  through  flues  as  in  the  case  of  the  hot  air  furnace, 
but  is  not  forced  in  under  pressure.  They  are  to  be  preferred  to 
furnaces  on  account  of  the  freedom  from  gases  and  smoke.  Where 
these  buildings  have  not  been  supplied  with  new  heating  installa- 
tion it  has  been  because  of  the  expectation  that  they  would  be 
abandoned  soon  or  replaced  by  new  structures.  The  observations 
made  concerning  ventilation  of  buildings  heated  by  furnaces  and 
jacketed  stoves  will  apply  to  these. 

While  the  number  of  pupils  in  the  buildings  heated  by  other 
than  the  plenum  system  is  large,  considered  by  itself,  the  total  is 
less  than  6%  of  the  membeiship  of  the  schools.  Approximately 
one-half  of  them  are  in  the  portable  buildings,  which,  considered 
from  the  standpoint  of  comfort  and  sanitation,  are  not  objec- 
tionable. 


14  PUBLIC     SCHOOLS. 


Toilet  Rooms. 


Toilet  rooms  for  pupils  are  on  the  basement  lloor  or  ground 
floor  of  the  building  in  approximately  80%  of  the  schools;  the 
20%  having  the  toilet  rooms  on  each  floor  are  the  new  schools 
and  additions  built  since  1905.  In  all  but  about  8%  of  the  schools 
inspected  for  this  survey,  the  principals  reported  the  present 
arrangements,  the  fittings  and  the  present  condition  of  toilets 
satisfactory,  except  that  the  opinion  prevails  that  there  should 
be  toilet  rooms  on  each  floor  of  the  building.  They  are  generally 
well  lighted,  well  ventilated,  well  cleaned. 

It  is  recommended  that  wherever  possible,  toilets  for  pupils 
be  placed  on  each  floor.  This  is  particularly  desirable  for  pupils 
housed  in  the  upper  floor  of  the  building.  The  appointment  of 
matrons  for  basement  toilets  for  girls  has  been  found  necessary 
because  of  faults  of  construction  which  ought  to  be  remedied. 
Toilet  rooms  for  teachers  should  be  on  each  floor,  wherever  pos- 
sible. 

There  are  some  small  schools  and  branch  schools  on  the  borders 
of  the  city,  beyond  the  farthest  extension  of  the  city  sewer  system 
and  water  system.  For  these  the  sanitary  arrangements  are 
necessarily  those  that  are  possible  in  a  rural  community.  Where- 
ever  the  sewer  system  and  water  system  have  been  extended,  sani- 
tary flushing  toilets  have  been  installed. 

Adequacy  of  the  Plant. 

The  Chicago  school  plant  has  never  been  adequate  to  house 
all  of  the  pupils  in  buildings  owned  by  the  Board,  so  that  they 
could  attend  school  all  day.  Some  have  been  housed  in  rented 
quarters  and  others  could  attend  but  half  of  the  school  day.  It 
is  not  to  be  expected  that  the  school  buildings  will  ever  bo  en- 
tirely adequate  to  house  the  pupils  so  long  as  the  city  continues 
to  grow.  The  chief  difficulty  is  the  rapid  increase  of  school  popu- 
lation in  unexpected  places.  Yet  the  city  is  better  off  today  in  this 
respect  than  ever  before,  in  spite  of  the  fact  that  new  construc- 
tion, largely  because  of  fire-prooflng  requirements,  costs  at  pres- 
ent nearly  twice  as  much  per  sitting  as  it  did  twenty  years  ago. 
Twenty  years  ago  the  number  not  provided  for  in  all  day  sessions 
in  buildings  owned  by  the  Board  was  127  in  each  1,000  pupils 
in  attendance.  Ten  years  ago  the  number  was  55  in  each  1,000. 
Today  the  number  is  20  in  each  1,000.  Part  of  the  decrease  in  the 
number  not  provided  for  has  been  brought  about  by  the  use  of 
the  one-room  portable  buildings.  Compared  with  the  temporary 
rented  quarters  formerly  in  use,  they  are  much  to  be  preferred, 


REPORT  OF  THE  SUPERINTENDENT.  15 

and  may  be  built  at  a  cost  of  about  $20  per  sitting.  If  we  count 
the  pupils  in  portabl^es  as  among  those  not  properly  provided  for, 
the  number  in  each  1,000  should  be  reckoned  as  40  instead  of  20. 
The  chief  gain  by  their  use  has  been  the  providing  of  comfortable 
and  sanitary  temporary  school  rooms,  so  that  6,500  pupils  may  at- 
tend school  all  day  instead  of  half  a  day. 

Conclusion. 

The  suggestions  and  recommendations  thought  to  be  suitable 
have  been  made  in  connection  with  each  portion  of  the  subject 
treated.  The  inquiry  has  been  confined,  as  was  said  in  the  begin- 
ning, to  only  a  few  phases  of  the  subject,  and  mainly  to  those 
affecting  the  health,  comfort  and  safety  of  the  pupils. 

WiLLAM  M.  Roberts,  Chairman. 
Chester  G.  Dodge, 

Principal  Mitchell  School. 
Albert  W.  Evans, 

Principal  Farragut  School. 
Avon  S.  Hall, 

Principal  Medill  High  School. 
Genevieve  Melody, 

Principal  Park  Manor  School. 
Ida  Mighell, 

Principal  Bryant   School. 
Mary  I.  Purer, 

Principal  LaFayette  School. 

The  Committee  was  assisted  by  the  senior  students  of  the  Chi- 
cago Normal  College  who  collected  much  of  the  data,  particularly 
that  for  the  reports  on  size  of  playground  space  used,  surfacing  of 
playgrounds,  school  gardens,  and  on  lighting  of  rooms. 


16  PUBLIC    SCHOOLS. 


ADMINISTRATION. 

Teachers — The  present  rules  of  the  Chicago  Board  of  Education 
carefully  safeguard  the  children  of  our  city  by  vigorously  exclud- 
ing the  untrained  and  the  inexperienced  applicants  for  teaching 
positions,  but  no  such  high  standard  is  required  of  those  seeking 
executive  or  administrative  positions.  While  these  must  be  ex- 
perienced as  teachers,  they  are  not  required  to  have  had  any 
previous  executive  or  administrative  experience;  nor  is  any  way 
open  whereby  Chicago  may  secure  the  services  of  many  persons 
who  are  elsewhere  filling  positions  of  this  character  with  marked 
efficiency  and  eminent  success.  In  order  to  correct  this  manifest 
defect,  your  Committee  recommends  the  adoption  of  the  following 
rules  governing  entrance  examinations  for  principals  of  schools : 
(Proposed  changes  in  capitals). 

I.     EXAMINATION   FOR   CERTIFICATES: 

Principals.  Candidates  for  certificates  of  principals  of  ele- 
mentary schools  must  present  credentials  showing: 

(1)  (a)  Graduation  from  an  accredited  college,  and  (b)  Four 
years  of  successful  experience  in  graded  school  work;  or 

(2)  Five  years  of  successful  experience  as  a  superintendent  of 
a  system  of  schools;  or  as  principal  of  a  graded  school,  not  more 
than  half  of  whose  school  day  has  been  devoted  to  teaching;  or 

(3)  Five  years  of  experience  in  the  Chicago  schools,  as  a  head 
assistant  with  an  efficiency  mark  of  "excellent"  or  "superior". 

They  will  be  examined  in  one  major  and  five  minor  subjects, 
as  indicated  below,  and  must  attain  a  general  average  of  eighty 
percent.    Major:    Professional  Study. 

Minors:    (1)     English. 

(2)  Mathematics. 

(3)  One   of   the    following:    (a)    Geography    (Political, 

commercial,  physical,   (b)   General  history  and 
civics. 

(4)  One  of  the  following:     (a)   Physics,   (b'   Chemistry, 

(c)    Botany,    (d)    Zoology,    (e)    .\NY   FOREIGN 
LANGUAGE. 

(5)     One  of  the  following:    (a)  Drawing,  (b^  Vocal  music. 
(c)  Physical  education. 


REPORT  OF  THE  SUPERINTENDENT.  17 

(Added)    Oral  Kxaniinalion  of  Candidates  to  Supplement  the 

Written. 

Inasmuch  as  many  Normal  Schools  are  now  manitained  in  Illi- 
nois by  public  taxation,  of  which  Chicago  pays  a  large  part,  and 
from  which  Chicago  should  secure  some  returns,  it  is  recom- 
mended that  graduates  of  these  schools  be  admitted  to  examina- 
tion for  teachers'  certilicates  without  the  teaching  experience  re- 
quired of  those  not  graduating  from  Chicago  Normal  College.  This 
principal  is  emboidied  in  the  following  proposed  rules  for  ele- 
mentary and  high  school  certificates. 

Teaeliiny  in  High  Schools. 

Candidates  for  General  Cerlificates  of  Teachers  of  Academic 
Subjects  in  high  schools  must  present  in  advance  credentials  show- 
ing the  following: 

1.  (a)   Graduation  from  an  accredited  college,  and 

(b)   Two  years  of  successful  experience  in  graded  schools 
of  good  standing;  or 

2.  (a)   Graduation  from  an  accredited  college  and 

(b)  GRADUATION    FROxM    ANY   ACCREDITED   NORMAL 

SCHOOL;  and 

(c)  One  year  of  successful  experience  in  graded  schools. 

Note.— COLLEGE    GRADUATES    MAY    SUBSTITUTE    FIVE 
MAJORS  IN  EDUCATIONAL  COURSES  IN  PLAGE 
OF  ONE  OF  THE  REQUIRED  YEARS  OF  EX- 
PERIENCE. 

Teachers  in  Elementary  Schools. 

Candidates  for  Certificates  of  Teachers  in  Elementary  Schools 
must  present  credentials  showing  the  following: 

1.  (a)   An   education   equivalent    to    that   indicated    by    the 

public  high  school  course  of  Chicago,  and 
(b)   At  least  four  years  of  successful  experience  in  graded 
school  work;  or 

2.  (a)    GRADUATON    FROM    AN    ACCREDITED    COLLEGE: 

and 

(b)   Two  years  of  successful  experience  in  graded  school 
work. 

Note.— COLLEGE  GRADUATES  MAY  SUBSTITUTE  FIVE 
MAJORS  IN  EDUCATIONAL  COURSES  IN  PLACE 
OF  ONE  OF  THE  REQUIRED  YEARS  OF  EX- 
PERIENCE. 


18  .  rUBLIC    SCHOOLS. 

3.     GRADUATION      FROM      AN      ACCREDITED      NORMAL 
SCHOOL. 
They  will  be  examined  in  the  subjects  named  below,  and  must 
attain  a  general  average  of  seventy-five  per  cent  with  no  subject 
below  fifty  per  cent. 
Professional  study. 
English. 
History. 
Geography. 
Mathematics. 

Science — Elements   of   physics,   biobgy,   physiology 
and  chemistry. 

DRAWING  OR  MUSIC  OR  PHYSICAL  EDUCA- 
TION TO  COUNT  HALF  CREDIT. 

Teachers  hi  Knidei'garteii. 

Candidates  for  Certificates  of  Teachers  in  Kindergartens  must 
present  credentials  showing  the  following: 

(a)  An  education  equivalent  to  that  indicated  by  the  public 
high  school  course  of  Chicago,  and 

(b)  Graduation  from  an  accredited  kindergarten  training 
school; 

(c)  Omit. 

Change  last  sentence  in  note,  as  follows : 
EACH  CANDIDATE  WILL  BE  REQUIRED  TO  SING  SIMPLE 
KINDERGARTEN    SONGS   AND   TO   ACCOMPANY    HERSELF   ON 
THE  PIANO. 

II.     APPOINTMENTS : 

On  the  broad,  general  principle  that  the  vacant  position  should 
be  filled  by  the  best  qualified  applicant,  and  on  the  further  prin- 
ciple, axiomatic  in  its  simplicity,  that  the  mere  date  upon  which 
a  candidate  qualifies  is  not  a  factor  in  efficiency  of  service,  we 
make  the  following  recommendations : 

Principals. 

1.  That  the  choice  of  principals  be  not  influenced  by  the  date 
on  which  the  certificate  was  obtained. 

2.  That  principals'  certificates  held  by  teachers  in  the  Chicago 
School  System,  whose  efliciency  marks  are  "Excellent"  or  "Su- 
perior" be  not  required  to  lapse  by  reason  of  time. 

Teachers. 

1.  That  there  be  but  one  elegible  list,  and  that  teachers' 
names,  when  placed  on  the  list  for  assignment,  be  inserted  accord- 
ing to  their  merit  record. 


REPORT  OF  THE  SUPERINTENDENT.  19 

2.  That  assignment  from  the  eligible  list  be  made  under  the 
same  rules  governing  transfers. 

III.  SUPPLEMENTARY  SCHOOLS. 

The  various  activities  that  may  be  carried  on  in  a  school  build- 
ing are  so  closely  inter-related  that  the  work  may  be  more  effi- 
cient if  all  of  the  activities  are  placed  in  charge  of  the  same  prin- 
cipal. An  efficient  principal  of  a  day  school  is  a  power  for  good 
in  the  district,  and  can  be  more  useful  to  that  community  than 
any  other  who  comes  into  school  for  short  periods  to  conduct 
evening  school,  vacation  school,  social  center,  etc. 

We,  therefore,  recommend  that,  wherever  possible,  the  prin- 
cipal of  the  day  school  be  ipso  facto  principal  of  all  the  school 
activities  conducted  in  the  building. 

IV.  PROMOTIONAL  SYSTEM. 

After  due  consideration  of  the  operation  for  several  years  of 
the  so-called  Promotional  System,  and  in  view  of  the  well  known 
fact  that  a  very  large  number  of  teachers  really  neglect  their 
school  work  or  injure  their  health  in  preparation,  the  committee 
is  unanimous  in  recommending  that  the  present  system  of  promo- 
tion of  teachers  and  principals  be  abolished. 

V.  TRANSFER  OF  TEACHERS. 

The  rules  governing  the  transfer  of  teachers  have  grown  out 
of  a  very  commendable  desire  to  place  teachers,  as  far  as  pos- 
sible, in  schools  of  their  own  choosing  where  they  may  work  hap- 
pily. This  freedom  of  choice  has  been  abused  by  some  to  the 
extent  of  making  application  for  transfer  to  many  schools,  (as 
high  as  twenty-five)  and  for  many  grades,  (as  high  as  the  entire 
eight  of  the  grammar  grades  .  It  not  infrequently  happens  that 
a  transfer,  made  for  purely  geographical  reasons,  occurs  during 
a  semester,  and  that  many  other  transfers  follow  in  its  wake, 
thus  interfering  with  the  work  of  many  rooms.  To  obviate  these 
defects,  the  following  recommendations  are  made : 

L  That  transfers  of  teachers  during  a  semester  be  avoided 
when  possible;  that  other  transfers  be  ordered  to  go  into  effect 
at" the  beginning  of  the  next  semester. 

2.  That  application  for  transfer  to  more  than  six  schools,  or 
in  more  than  three  grades  and  these  successive,  be  not  effective 
unless  approved  by  the  superintendent  of  schools. 

VI.  EXTRA  TEACHERS. 

That  an  extra  teacher  be  furnished  to  every  first  group  ele- 
mentary school,  and  that  the  Rules  of  the  Board  be  changed  so 
that  it  shall  be  her  duty  to  substitute  when  required,  and  to 
assist  retarded  pupils. 


20  PUBLIC     SCHOOIS. 

VII.  SUBSTITUTES. 

It  is  the  general  verdict  that  experienced  teachers  render 
more  valuable  service  as  substitutes  than  do  beginners.  High 
school  schedules  for  substitute's  pay  are  recognized  facts.  It  is, 
therefore,  recommended  that  in  the  elementary  schools,  four 
dollars  per  day  be  paid  to  experienced  teachers  for  substitute 
service  and  that  three  dollars  per  day  be  paid  to  those  who  have 
never  been  assigned  as  teachers. 

VIII.  CHICAGO  NORMAL  COLLEGE. 

The  Chicago  Normal  College  now  receives  students  graduat- 
ing from  high  schools  upon  examination  for  entrance.  Colleges 
throughout  the  Central  West,  including  the  State  Universities, 
accept  our  high  school  graduates  upon  a  certificate  system  and 
without  examination.  The  Chicago  Normal  College  is  supported 
entirely  by  public  taxation  as  are  the  public  high  and  elementary 
schools  and  the  State  University.  Its  privileges  should,  therefore, 
be  available  to  all  citizens  on  the  same  conditions  as  are  the 
privileges  of  all  other  public  schools.  The  door  of  opportunity 
should  be  as  wide  open  there  as  it  is  from  grade  to  grade  of  the 
preceding  schools.    We  recommend: 

1.  That  the  Chicago  Normal  College  bo  made  a  public  school- 
open  to  all,  admitting  residents  of  < Chicago  on  the  certificate  sys- 
tem employed  by  the  large  universities,  subject  to  present  physi- 
cal examination  requirements. 

2.  That  the  facilities  of  the  Chicago  Normal  College  be  m- 
creased  and  made  accessible  to  pupils  in  the  various  parts  of  tht' 
city. 

3.  That  the  graduates  from  the  Chicago  Normal  (College  bf 
granted  certificates  to  teach  in  the  Chicago  School  System. 

IX.     RE-CLASSIFICATION. 

The  separation  of  the  Elementary  School  and  the  High  School 
creates  a  break  in  the  educational  progress  of  the  children  which 
operates  to  their  distinct  disadvantage.  The  immature  graduates 
of  the  eighth  grade  on  entering  the  high  schools  begin  an  educa- 
tional training  under  too  many  teachers,  too  much  machinery,  and 
under  conditions  demanding  too  much  responsibility  without  the 
close  personal  supervision  of  a  particular  advisor.  As  a  result. 
many  fail  to  adjust  themselves  and  are  easily  lost  in  these  Strang'- 
surroundings,  for  which  they  have  not  been  especially  trained. 
No  wonder  that  a  very  large  per  cent  of  these  pupils  do  not  remain 
in  the  High  schools  to  take  up  the  work  of  the  tenth  grade.  In 
order  that  there  may  be  better  articulation  of  these  two  parts  of 
our  public  school  system,  a  more  gradual  transition  from  the  work 


REPORT  OF  THE  SUPERINTENDENT.  21 

of  the  Elemenary  school  to  that  of  the  High  school,  and  a  more 
satisfactory  grouping  of  pupils  based  on  similar  physical  and 
mental  development  we  recommend : 

1.  That  the  ninth  grade  be  taken  from  the  high  schools  and 
placed  in  the  elementary  schools. 

2.     That  the  seventh,   eighth,  and   ninth   grades  be  treated  as 
a  unit  and  operated  departmentally. 

X.     PROFESSIONAL     VERSUS     COMMERCIAL     STANDARDS. 

While  we  gladly  recognize  the  spirit  of  devotion  to  their  pro- 
fession which  characterizes  the  great  majority  of  the  teaching 
force,  we,  as  a  committee,  feel  that  we  should  fail  in  our  duty  if 
we  did  not  notice  a  tendency  which  unfortunately  appears  to  be 
growing.  Out  of  the  struggle  for  reasonably  decent  pay,  and  out 
of  the  introduction  of  much  technical  and  vocational  work,  has 
arisen  a  feeling  among  a  large  number  of  teachers  that  they  are 
hired  by  the  hour.  Imagine  a  Pestalozzi,  a  Froebel,  or  a  Dr. 
Arnold  working  by  the  hour.  Until  plastic  human  material  be- 
comes as  inert  as  wood  and  iron,  no  real  teacher  will  consent  to 
have  his  work  measured  by  a  time  standard.  Like  the  good  min- 
ister, the  good  nurse,  and  the  good  physician,  the  good  teacher 
gives  generously  of  himself;  and  professional  pride  is  the  highest 
incentive  that  can  be  placed  before  any  teacher.  In  no  walk  of 
life  are  the  possibilities  of  harm  arising  from  the  commercial 
standard  of  time  as  distinguished  from  the  professional  standard 
of  service  as  great  as  in  the  school  room,  and  no  one  wants  his 
child  trained  to  the  idea  that  the  service  rendered  by  them  to 
society  should  be  measured  in  hours. 

Equipment. 

I.  While  the  committee  recognizes  the  improvements  the  last 
few  years  have  brought  in  equipment,  in  that  many  more  schools 
are  supplied  with  facilities  for  Manual  Training,  Household  Arts 
and  Science,  and  the  Kindergarten,  yet,  as  changes  need  to  be 
made  only  whore  improvement  is  desired,  we  shall  give  especial 
attention  to  those  phases  of  our  equipment  which  it  seems  to  us 
can  be  made  better.  In  many  instances  the  difficulties  do  not  arise 
from  the  quality  of  the  equipment,  but  from  the  delay  in  its  in- 
stallation. After  the  building  is  completed  and  occupied,  it  fre- 
quently takes  months  to  get,  not  some  unusual  or  new^  equipment, 
but  the  regular  equipment  to  be  found  in  other  schools.  In  many 
instances  supplementary  appropriations  have  to  be  made.  We. 
therefore,  recommend : 

1.     That  every  school  building,   high   and   pigmentary,   have  a 


22  PUBLIC     SCHOOLS. 

standard  permanent  equipment,  approved  by  the  Superintendent 
of  Schools. 

2.  That  so  far  as  possible  this  equipment  be  included  in  the 
original  contracts  for  the  building.  In  this  connection  we  would 
especially  recommend  the  equipment  of  bath  rooms,  sewing  rooms, 
cooking  rooms  and  manual  training  rooms. 

Among  the  conveniences  not  usually,  or  at  all  events  not  always, 
provided,  and  which  we  believe  should  be  included  in  the  original 
contracts  for  new  buildings,  we  would  call  especial  attention  to 
the  following: 

1.  Adequate  storage  room  for  supplies  and  supplementary 
reading. 

2.  A  teachers'  rest  room,  simply  but  suitably  furnished. 

3.  A  teachers'  lunch  room,  properly  equipped.  Not  only 
ought  the  teachers  to  have  this  anyway,  but  the  effect  on  the  school 
of  the  teachers'  meetings  held  incidentally  and  unconsciously 
while  they  eat  together  can  hardly  be  overestimated. 

4.  A  general  reading  room,  adjacent  to  or  connected  with  the 
principal's  office. 

5.  A  teachers'  wardrobe  and  suitable  accommodations  for  sup- 
plies and  books  in  every  class  room.  The  design  for  all  cases 
should  be  approved  by  the  Superintendent  of  Schools,  that  they 
may  be  modern,  commodious  and  suited  to  the  materials  and  sup- 
plies for  art,  construction  work,  etc.,  as  well  as  for  books.  The 
ordinary  bookcase  does  not  fulfill  the  requirements. 

6.  An  automatic  clock  in  every  class  room,  run  by  a  master 
clock  in  the  principal's  office. 

7.  Double  window  shades.  In  texture  and  color  those  fur- 
nished the  Senn  and  Hyde  Park  High  Schools  have  proved  satis- 
factory. The  improvement  in  the  lighting  of  the  rooms  made  pos- 
sible by  the  use  of  these  double  shades  is  so  great  that  we  recom- 
mend their  installation  in  all  buildings,  old  and  new. 

8.  A  desk  for  every  teacher,  similar  to  those  now  furnished 
principals. 

II.  The  following  two  points  in  the  construction  of  our  build- 
ings deserve  attention : 

1.  All  boys'  toilet  rooms  should  be  equipped  so  as  to  in.sure 
privacy. 

2.  The  height  of  the  hooks  in  the  dressing  rooms  and  of  black- 
boards in  class  rooms  should  be  suited  to  the  grade  of  the  pupils. 

III.  The  provision  made  for  that  part  of  our  equipment  which 
comes  out  of  the  Educational  Fund  is  much  more  inadequate  than 
for  that  which  comes  out  of  the  Building  Fund.  Any  elementary 
school  that  has  a  stereopticon  or  a  duplicator  has  purchased  it 


REPORT  OF  THE  SUPERINTENDENT  23 

from  money  raised  by  school  entertainments  or  by  the  teaching 
force.  Yet  stereopticons  and  slides  have  been  obtained  to  such 
extent  that  the  Board  makes  a  table  especially  for  stereopticons 
and  furnishes  the  Projection  Club  room  for  the  storage  and  dis- 
tribution of  slides,  and  duplicators  are  in  such  general  use  that 
the  Board  keeps  mimeograph  paper  and  ink  among  the  regular 
supplies.  It  seems  to  the  committee  that  the  money  raised  by 
entertainments  ought  nots  to  be  spent  for  what  in  the  present  day 
are  educational  necessities,  and  we  therefore  recommend  that  the 
Board  of  Education  make  provision  for  furnishing  schools  with 
stereopticons  and  duplicators,  and  we  further  recommend  that 
the  Board  of  Education  take  over  the  property  of  the  Projection 
Club  and  maintain  it  for  the  benefit  of  the  schools.  There  are 
also  certain  office  devices  which  are  rapidly  becoming  necessities. 
Autographic  letters  are  rare  in  the  business  w^orld,  and  the  type- 
writer is  in  such  common  use  that  our  own  central  offices  think 
nothing  of  requiring  our  lists  of  graduates  to  be  typewritten. 

We,  therefore,  recommend  that  each  school  office  bo  furnish ^d 
with  a  typewriter  and  filing  devices. 

We  now  come  to  the  perishable  equipment,  for  w^hich  the 
Board  of  Education  makes  some,  but  not  adequate  appropriation, 
i.  e.,  books,  maps,  charts  and  globes.  Here  again  the  money  raised 
by  the  entertainments  helps  out  and  maintains  the  efficiency  of 
the  schools.  In  our  opinion  the  funds  raised  by  the  schools  should 
not  be  used  in  this  way;  they  should  be  devoted  to  such  purpose 
as  beautifying  the  school.    We,  therefore,  recommend : 

1.  That  every  new  school  building  be  granted  a  larger  initial 
appropriation  for  supplementary  reading,  reference  books,  maps, 
charts  and  globes. 

2.  That  the  annual  per  capita  appropriation  for  supplementary 
reading,  reference  books  and  illustrative  material  be  increased. 

As  to  the  administration  of  these  appropriations,  we  make  the 
following  recommendation  for  the  reasons  indicated : 

1.  That  principals  be  authorized  to  order  supplementary  read- 
ing and  fund  books  within  the  limits  of  their  appropriation,  di- 
rectly from  the  publishers  and  to  present  the  0.  K.'d  bills  to  the 
Business  Manager  for  payment.  The  delay  in  supplying  fund 
books  at  the  beginning  of  a  semester  is  frequently  measured  by 
weeks  rather  than  days;  and  this  causes  an  irreparable  loss  to 
both  the  individual  pupil  and  the  class. 

2.  That  the  annual  appropriation  for  schools  be  made  so  that 
any  excess  in  one  fund  in  a  given  school  may  be  transferred  to 
another  fund  of  the  same  school  on  and  after  ttie  beginning  of 
the  second  semester  of  fho  year  for  which   the  apprnp['iat^"^i   '< 


24  PUBLIC     SCHOOLS. 

made.  It  is  impossible  to  predict  accurately  the  needs  of  a  school 
for  a  year;  practically  every  year  high  school  principals  have  to 
ask  one  department  to  scrimp  in  order  to  help  out  another  depart- 
ment, and  if  the  real  need  of  the  school  is  in  the  rental  of  a  type- 
writer that  every  member  of  the  class  may  have  a  machine,  the 
fact  that  there  is  still  money  left  for  typewriter  ribbon  and  paper 
is  at  present  no  advantage.  In  neither  private  nor  public  budgets 
is  it  possible  to  segregate  expenses  accurately  for  a  year  in  ad- 
vance. Either  the  possibility  of  transfer  from  one  fund  to  another 
or  a  generous  appropriation  for  general  purposes  is  necessary  for 
the  wise  administration  of  each  school. 

3.  That  an  itemized  statement  of  the  cost  of  all  equipment  and 
supplies  delivered  to  the  school  by  the  Bureau  of  Supplies  be 
sent  to  every  school  at  least  once  a  month. 

In  the  matter  of  industrial  and  vocational  training,  the  com- 
mittee recognizes  the  value  of  the  beginnings  which  have  been 
made,  the  handicaps  under  which  these  experiments  have  been 
conducted,  the  necessity  of  continuing  and  extending  the  work,  and 
the  desirability  of  the  greatest  possible  freedom  in  these  attempts 
along  new  lines.  In  a  system  in  which  the  average  classes  nat- 
urally run  large,  it  is  of  course  difficult  to  find  the  means  for  work 
which  requires  expensive  equipment  and  small  classes,  not  to 
mention  the  further  difficulty  of  obtaining  competent  teachers. 
Yet  so  great  is  the  necessity  of  actually  showing  the  willingness 
and  the  ability  of  the  general  school  system  to  handle  this  work 
and  the  necessity  of  a  larger  revenue  for  school  purposes,  that 
we  recommend  the  largest  possible  appropriation  for  the  continua- 
tion and  extension  of  the  work  already  began  along  the  lines  of 
industrial  and  vocational  training. 

Supplies. 

1.  The  Commiltee  on  Administration  sent  out  questionnaires 
to  sixty-five  schools  to  ascertain  the  concensus  of  opinion  as  to 
supplies.  The  increased  eftlciency  of  the  department,  the  simpli- 
fied method  of  ordering  and  the  regular  delivery  afford  general 
satisfaction.  At  those  schools  having  storage  facilities  that  admit 
of  ordering  supplies  in  quantities,  the  principals  report  little  diffi- 
culty in  maintaining  a  working  stock.  Where  supplips  must  be 
ordered  as  needed,  the  conditions  are  radically  different,  for  fre- 
quently it  is  impossible  to  obtain  standard  supplies  in  daily  use 
for  weeks  at  a  time.  This  hampers  the  efficiency  of  the  teaching 
force,  is  a  factor  causing  the  retardation  of  pupils,  and  necessi- 
tates the  re-ordering  of  materials  through  a  number  of  weeks, 
sometimes  months. 


REPORT  OF  THE  SUPERINTENDENT.  25 

The  Supply  Department  should  be  thoroughly  acquainted  with 
the  probable  needs  of  the  schools  throughout  the  school  year;  the 
order  clerks  should  have  constant  and  definite  knowledge  of  the 
stock  on  hand,  and  an  adequate  minimum  reserve  supply  should 
always  be  maintained.  A  complex  business  system,  many  bureau?^ 
with  a  consequent  division  of  responsibility,  and  inefficient  help 
seem  to  have  caused  these  conditions.  The  committee,  therefore, 
recommends : 

(a)  That  some  simple  but  up-to-date  system  be  established  in 
the  business  department  to  procure  and  distribute  supplies 
promptly,  and  to  fix  responsibility  for  unbusiness-like  delays. 

(b)  That  a  stock  of  standard  supplies  be  kept,  sufficient  to 
meet  the  demands  at  all  times. 

(c)  That  some  method  of  filling  back  orders  be  enforced  so 
that  it  shall  not  be  necessary  to  duplicate  requisitions. 

2.  The  list  of  supplies  has  not  been  revised  for  several  years. 
Pottery  for  drawing,  carbons  for  stereopticons,  rubber  stamps  of 
the  alphabet  and  digits,  cards  for  mounting  pictures,  cross  section 
paper  and  other  supplies  have  grown  into  general  use.  Many  of 
the  printed  forms  might  be  eliminated;  others  need  simplification 
and  some  should  be  added. 

3.  Some  provision  should  be  made  for  certain  office  supplies. 
There  are  a  number  of  incidental  expenses,  which  most  of  the 
principals  meet  out  of  their  own  pockets  rather  than  have  their 
schools  suffer.  We,  therefore,  recommend  that  each  elementary 
school  be  given  an  annual  appropriation,  depending  in  amount 
upon  the  membership,  but  in  no  case  to  exceed  $50.00,  for  inci- 
dental office  expenses,  to  be  accounted  for  in  the  same  manner 
as  the  similai-  appropriation  to  high  schools. 

4.  The  telephone  is  a  powerful  aid  in  controlling  attfnidance 
and  maintaining  discipline,  but  its  use  is  restricted  because  of  the 
expense  involved.  We  recommend  that  the  telephone  company 
furnish  specially  marked  slugs  to  be  used  for  these  purposes. 

5.  Inasmuch  as  schoolhouse  supplies  are  entirely  distinct 
from  educational  supplies,  and  are  ordered  through  a  different 
department,  we  recommend  that  each  engineer  be  provided  with 
an  order  book  and  be  responsible  for  ordering  all  supplies  for  his 
d«'partment. 

6.  In  the  department  of  industrial  education,  an  unusual  con- 
dition obtains.  All  supplies  for  the  first  three  grades  are  fur- 
nished; lumber  for*  all  manual  training  is  provided  and  quite  gen- 
erally the  boys  take  home  the  finished  product. 

In  the  cooking  depnrtnuMit  a  pro  rata  allowance  is  made  for 


26  PUBLIC     SCHOOLS, 

each  girl.  For  the  sewing,  the  only  provision  is  a  very  small  ap- 
propriation, insufficient  to  provide  even  a  few  general  supplies. 
In  many  districts  this  entails  a  distinct  hardship  upon  the  girls 
and  often  a  very  considerable  bill  of  expense  upon  teacher  ov 
principal:  Therefore,  we  recommend  that  sewing  be  put  upon 
the  same  basis  as  cooking  and  manual  training,  by  being  giv<'n 
a  pro  rata  appropriation  based  upon  membership. 

7.  Systematic  industrial  work  in  the  lower  grades  is  a  com- 
paratively recent  innovation  and  we  appreciate  that  the  depart- 
ment is  not  yet  efficiently  organized.  With  increased  familiarity 
with  the  materials  and  their  use,  much  friction  anil  delay  will 
doubtless  be  eliminated.  However,  as  this  committee  has  defmile 
knowledge  that  supplies  actually  in  stock  have  been  marked  "out," 
and  that  there  has  been,  what  seems  like,  unnecessary  delay  in 
filling  orders  filed  by  the  head  of  the  department  and  principals, 
we  recommend  that  there  be  employed  at  the  supply  rooms  a  clerk 
familiar  with  the  work  of  the  schools  and  with  construction  ma- 
terial, whose  duty  it  shall  be  to  keep  in  stock,  apportion  and  send 
out  construction  supplies  under  the  direction  of  the  head  of  the 
department. 

8.  The  present  method  of  procuring  supplies  for  the  various 
science  departments  of  the  high  schools  is  too  slow  and  too  ex- 
pensive. Classes  are  frequently  put  to  inconvenience  because 
materials  needed  for  their  use  are  not  delivered  at  the  proper  time. 
In  addition,  the  prices  quoted  by  the  science  supply  companies 
for  the  delivery  of  small  allotments  of  such  supplies  to  each  de- 
partment of  the  many  high  schools  are  far  in  advance  of  the 
prices  which  could  be  obtained  if  the  Board  of  Education  would 
purchase  those  supplies  at  one  time  in  large  quantities.  We,  there- 
fore, recommend: 

(a)  That  a  standardized  list  of  supplies  for  high  school  science 
be  made,  and  that  a  stock  of  the  same  be  kept  at  the  supply  room«. 

(b'  That  a  clerk  familiar  with  such  scientific  material  bf 
employed  to  order  and  apportion  such  supplies. 

9.  The  printing  department  now  located  at  the  Chicago  Normal 
College  is  io  be  greatly  commended  for  its  efficient  service  while 
laboring  under  many  handicaps  v.hich  tend  to  prevent  it  from 
being  a  most  valuable  adjunct  of  the  Chicago  school  system.  The 
department  should  be  enlarged  and  located  where  the  responsible 
heads  could  make  the  most  valuable  use  of  it  for  the  immediate 
benefit  of  the  whole  school  system.  We,  therefore,  recommend 
that  the  printing  department  be  removed  from  the  Normal  Col- 
lege, more  fully  equipped  and  more  centrally  located. 


REPORT  OF  THE  SUPERINTENDENT.  27 

We  suggest  the  consideration  of  the  supply  rooms  as  a  pos- 
sible location. 

William  G.  Dodue,  Chairman. 
Morgan  (i.  Hogge, 

Principal,  Harper  School. 
Haiuiy  Keeler, 

Asst.  to  Prin.  Englewood  High  School* 
Hiram  B.  Loomis, 

Principal,  Hyde  Park  High  School. 
Jane  A.  Neil, 

Head  Asst.,  Norwood  Park  School. 
Wilma  Rhinesmith, 

Teacher,  Stewart  School. 
Katherine  S.  Rueff, 

Head  Asst.,  Mozart  School. 
Georgia  A.  Seaman, 

Principal,  Bradwell  School. 


Minority  Report. 

Your  minority  believes  that  until  the  time  arrives  when  the 
corps  of  teachers  in  any  school  has  a  large  voice  in  the  selection 
of  the  principal  of  that  school,  lack  of  leadership  will  not  be  over- 
come; that  the  accepted  method  of  securing  principals  offers  no 
incentive  for  educational  leadership,  and  the  great  disproportion 
in  salary  between  those  occupying  teaching  positions  and  the  few 
who  occupy  supervising  positions,  only  emphasizes  this  lack  of 
efficiency  in  the  manner  of  selection;  that  the  collective  judgment 
of  a  corps  of  teachers  working  daily  with  a  principal  should  be  a 
valuable  aid  to  the  Superintendent's  office  and  to  the  Board  of 
Education  in  determining  and  recognizing  leadership  in  the 
schools. 

The  recognition  by  the  Board  of  Education  of  the  value  of  the 
teachers'  advisory  voice  in  educational  affairs  through  the  school 
councils  is  a  long  step  toward  the  development  of  a  larger  democ- 
racy in  the  public  school  system,  and  the  growth  of  this  demo- 
cratic spirit  among  the  teachers  will  be  rapid  as  more  responsi- 
bility is  given  to  them.  From  a  voii^e  in  the  making  of  courses 
of  study  and  the  selection  of  text  books  it  is  not  a  far  cry  l-o  a 
voice  in  the  selection  of  school  leaders. 

Your  minority  is  not  ready  at  the  present  time  to  suggest  a 
more  definite  plan  for  recognizing  leadership  but  feels  that  in  any 
plan  the  democratic  jirinciplo  of  the  consent  of  the  governed 
should  hf  an  essential  feature. 

WtLMA    RUINKSMITH. 


28  PUBLIC     SCHOOLS. 


CHILD   STUDY. 

The  Department  of  Child  Study  and  Pedagogic  Investigation 
was  established  in  the  public  schools  of  Chicago  in  1899,  owing  to 
the  inspiration  and  zeal  of  Dr.  Walter  Scott  Christopher.  We 
now  have  incorporated  in  our  public  school  system  a  bureau  of 
child  study,  consisting  of  a  director  and  two  assistants,  who  make 
psycho-physical  and  allied  investigations  having  a  pedagogic  bear- 
ing. ^ 

It  would  be  impossible  for  this  committee  to  measure  the  value 
of  this  institution.  At  whatever  cost  the  city  must  maintain  and 
perpetuate  a  bureau,  the  purpose  of  which  is  to  discover,  segre- 
gate and  care  for  children  requiring  special  attention,  such  as  the 
sensory-defectives,  the  subnormal  the  retarded,  incorrigible, 
under-nourished,  anaemic,  tubercular,  nervous,  defective-speech, 
epileptic,  precocious,  or  others,  who  for  varied  reasons  have  be- 
come problems  to  the  school  whether  public,  parochial  or  private. 
To  allow  such  children  to  grow  up  without  being  properly  cared 
for  is  a  menace  to  society  and  a  neglect  of  humanitarian  prin- 
ciples and  entightenment. 

I.    How  Children  Come  to  the  Attention  of  the  Department. 

1.  Children  come  to  the  attention  of  the  child  study  examiners 
through  various  channels: 

(a)  Principals  and  teachers  of  schools  refer  cases. 

(b)  School  nurses  bring  children  in  to  be  examined. 

(o)  Parents  on  their  own  initiative  or  at  the  suggestion  of 
the  teacher  or  nurse  bring  their  children. 

(d)  Various  societies,  such  as  the  Jewish  Societies  and  the 
Associated  Charities,  send  in  cases. 

(e)  Children  come  for  examination  through  the  courts. 

(f)  The  Compulsory  Division  is  active  in  having  troublesome 
children  referred  to  this  examination. 

(g)  All  boys  in  the  Parental  School  are  examined. 

(h)  Where  five  or  more  children  in  one  school  are  reported 
as  needing  an  examination  a  representative  is  sent  there  to  diag- 
nose the  cases. 

2.  In  30  far  as  possible  the  department  tries  to  get  hold  of  all 
the  children  in  the  city  needing  attention,  and  by  courtesy  of  a 
rule  of  the  Board  of  Education,  the  examination  is  extended  to 

children  outside  of  the  city  when  requests  are  made.     Since  Sep- 


REPORT  OF  THE  SUPERINTENDENT.  29 

tember,  1913,  about  1,800  children  have  been  examined  and  treat- 
ment prescribed.  These  are  new  cases,  and  do  not  inchide  re- 
examinations. These  children  are  usually  school  cases,  but  in 
many  instances  are  over  and  under  school  age. 

NOTE:  Not  only  does  the  bureau  care  for  children  thus 
brought  to  its  attention,  but  it  also  gives  physical  examinations 
to  all  candidates  for  entrance  to  the  Normal  College,  and  to  all 
candidates  for  teachers'  certificates  in  the  city. 

3.  We  find  specific  defects  in  the  mode  of  bringing  children 
to  the  attention  of  the  department: 

(a^  Adequate  information  and  instructions  are  not  in  the 
hands  of  all  principals  and  teachers  in  this  matter  of  referring 
children  for  examination;  this  fact  necessitates  loss  of  time  and 
a  certain  degree  of  hesitancy  in  securing  proper  blanks  and  taking 
appropriate  steps  for  the  child's  examination. 

(b)  The  necessity  for  previous  appointment  is  not  always 
recognized  or  observed,  so  that  children  are  brought  in  at  times 
when  their  cases  cannot  be  attended  to  properly. 

(c)  Many  schools  having  the  required  number  of  five  or  more 
children  needing  examination  have  been  unable  to  secure  the 
services  of  an  investigator  without  long  delay  and  repeated  re- 
quests for  help. 

(d)  Many  parents  object  to  having  their  children  examined 
and  transfer  them  to  other  schools  or  to  schools  outside  of  the 
system,  because  no  one  has  the  authority  to  compel  such  examina- 
tion. 

(e)  Many  cases,  through  lack  of  facilities,  or  of  some  one 
to  take  the  children  to  the  department,  fail  to  receive  the  needed 
attention. 

4.  We  recommend  in  referring  children  to  the  child  study 
division  for  examination  :    -' 

(a)  There  be  more  widespread  distribution  by  the  department 
of  information  as  to  the  proper  procedure  in  getting  children  ex- 
amined. This  will  necessitate  the  printing  of  a  circular  of  infor- 
mation for  teachers,  principals  and  parents,  giving  all  the  neces- 
sary details  in  the  process. 

(b)  That  there  be  more  prompt  response  by  the  department  to 
appeals  from  schools  for  help.  Compliance  with  this  recommenda- 
tion would  necessitate  tho  onlargement  of  its  corps  to  meet  the 
demands  of  the  city. 

(c)  That  the  circular  of  information  referred  to  above  should 
contain  explicit  instructions  as  to  making  appointments  previous 
to  examination,  and  that  this  requiremput  be  enforced  unless  suffi- 
cient excuse  exists  for  waiving  it. 


30  PUBLIC     SCHOOLS. 

(d)  That  every  first  grade  child,  who  on  account  of  unsatis- 
factory work,  is  not  promoted  at  the  end  of  forty  weeks  attend- 
ance, be  examined  by  the  deparment,  in  order  to  discover  hi? 
difficulty  and  provide  proper  treatment  very  early  in  his  school 
life. 

(e)  That  more  cases  of  a-typical  children  who  are  not  of  the 
subnormal  type  be  examined  and  the  teacher  advised  as  to  the 
best  means  of  handling  them. 

II.    Procedure  Used  by  the  Department  in  Examinations. 

1.  The  nature  of  the  examination  given  any  child  is  deter- 
mined by  various  conditions : 

(a)  The  fact  that  the  same  examination  would  not  be  given 
to  all  the  different  types  of  children  need  not  be  elaborated. 

(b)  If  the  child  is  accompanied  by  parent  or  guardian,  he  is 
examined  more  thoroughly,  and  many  verbal  suggestions  are  given 
which  help  to  secure  the  carrying  out  of  the  recommendation. 

(c)  The  members  of  the  department  emphasize  different 
aspects  of  the  examination,  and  use  to  some  extent  different  tech- 
nique though  certain  methods  are  common  to  all. 

In. general,  the  procedure  is  as  follows: 

(a)  Taking  the  significant  facts  in  regard  to  the  history  of 
the  case,  and  the  environmental  conditions. 

(b)  Physical  examination  including  anthropometrical  meas- 
urements, observation  for  adenoids,  enlarged  tonsils,  defective 
teeth,  mal-nutrition,  defects  of  vision  and  hearing,  tubercular, 
nervous  or  anaemic  conditions,  causes  of  speech  defects,  and  other 
physical  ills. 

(c)  An  examination  to  determine  the  general  mental  status  of 
the  child,  or  his  capacity  along  certain  special  lines. 

(d)  Recording  of  the  results  on  blanks,  which  are  then  filed. 

(e)  Formulation  of  recommendations  and  suggestions. 

2.  The  examination  determines  as  far  as  the  first  diagnosis 
permits  the  character  of  the  defects,  the  disposition  of  the  case 
and  the  modes  of  treatment.  Unquestionably  the  department 
serves  the  public  well  in  this  matter.  Familiarity  with  a  large 
number  of  children's  cases  of  different  types  renders  the  exam- 
iners skillful  in  recognizing  difficulties.  Often  parents  who  were 
indifferent  to  the  advice  of  principals  or  teacffers  carry  out  sug- 
gestions given  by  the  department. 

3.  This  aspect  of  the  work  suffers,  however,  from  two  defects : 
(a)     Unnecessary  lack  of  uniformity  in  technique  among  the 

different  members  of  the  department. 


REPORT  OF  THE  SUPERINTENDENT.  31 

(bi  Insuflicient  standardization  of  technique  and  ol  method 
of  keeping  records. 

NOTE:  The  statement  applies  especially  to  the  mental  side  of 
the  examination. 

4.  In  indicating  the  need  of  more  uniform  and  standardized 
technique,  the  conmiittee  does  not  wish  to  imply  that  a  finished 
and  inflexible  technique  should  be  adopted.  The  present  status  of 
the  science  of  tests  would  not  justify  this.  However,  it  should  be 
possible  to  adopt  a  uniform  technique  to  be  used  by  all  members 
of  the  department  as  the  basis  of  the  examinations  in  the  common 
types  of  cases  during  a  given  period,  for  example,  a  year.  These 
tests  should  be  fundamental,  though  additional  ones  might  be  used 
according  to  the  interests  of  the  individual  members.  The  agree- 
ment should  also  include  a  very  definite  formulation  of  the  method 
of  giving  the  tests  and  of  making  the  records.  The  records  would 
then  represent  an  intelligible  and  interpretabte  body  of  material, 
which  would  yield  informat/jn  not  only  with  regard  to  the  indi- 
vidual child,  but  also  with  regard  to  the  evaluation  of  the  tests 
themselves,  and,  what  is  perhaps  more  important,  with  regard  to 
the  general  contributory  factors  in  the  production  of  typical  prob- 
lem cases. 

To  determine  the  efficiency  of  individual  tests,  with  a  view  to 
their  retention  or  rejection  in  the  series,  a  careful  study  of  these 
records  should  be  made  from  time  to  time,  and  a  further  com- 
parison made  with  material  gained  by  the  follow-up  reports  sug- 
gested by  this  committee.  Arrangements  should  also  be  made  to 
apply  these  tests  to  standard  groups  of  unselected  children  in  the 
schools  for  the  establishment  of  norms,  except  in  cases  where  this 
has  been  adequately  accomplished  by  other  investigators.  This 
represents  an  element  of  educational  research,  which,  in  our 
opinion,  is  essential  for  the  establishment  of  a  progressively  more 
valuable  technique.  Without  it  the  department  gains  only  as  the 
individual  members  increase  their  skill  in  diagnosing  cases;  with 
it,  a  steadily  improving  technique  might  be  established,  which 
would  mean  a  permanent  gain  for  the  department,  and  would  be 
a  tool  to  put  in  the  hands  of  any  new  and  less  experienced  member. 

III.     Disposition  of  Cases  Examined. 

1.  After  the  children  have  been  examined,  a  verbal  report 
of  the  findings  is  given  parent  or  nurse.  A  written  recommenda- 
tion is  frequently,  but  not  always,  sent  to  the  person  referring 
them,  and  in  case  of  assignment  to  special  schools,  a  copy  is  sent 
to  the  Superintendent  of  Special  Schools.  Another  copy  is  filed 
in  the  child  study  ofTicp  with  a  report  of  the  examination.   These 


32  PUBLIC    SCHOOLS. 

recommendations  are  often  frankly  tentative,  calling  for  a  cer- 
tain line  of  treatment  and  a  later  report  or  re-examination.  They 
are  variable  in  explicitness  and  value,  depending  partly  on  the 
nature  of  the  case  and  partly  on  the  way  they  are  made  out.  Chil- 
dren are  recommended  for  disposition  in  various  ways.  Some  are 
excluded  from  school,  because  they  are  considered  of  too  low  men- 
tality to  be  benefitted  by  regular  school  work  and  are  assigned  to 
institutions  or  kept  at  home.  Many  cases  are  assigned  through 
these  examinations  to  special  rooms  of  various  sorts,  mainly 
rooms  for  subnormal  and  retarded  children.  Gases  are  recom- 
mended to  open  air  rooms  with  directions  for  special  care.  De- 
fects of  vision  and  hearing,  and  cases  of  adenoids,  tonsils,  anaemia 
and  the  like,  found  by  the  department,  are  referred  to  various 
agencies  for  treatment.  Precocious  and  a-typical  children  are 
usually  assigned  to  regular  grades  or  special  rooms  with  specific 
recommendations. 

2.  At  present  we  find  several  defects  in  the  system  of  report- 
ing findings: 

(a)  Reports  are  often  delayed.  Principals  frequently  say  that 
many  weeks  intervene  berween  the  examination  and  report. 

(b)  Reports  sometimes  do  not  reach  all  persons  to  whom  they 
should  be  sent.  A  child  recommended  for  transfer  to  a  special 
school  may  be  reported  to  that  school,  but  may  not  be  reported 
back  to  the  principal  or  teacher  of  school  from  which  he  is  to  be 
transferred. 

(c)  Reports  are  not  always  adequate  for  establishing  a  proper 
educational  or  remedial  regime.  NOTE:  Repeated  examinations 
are  necessary  to  make  the  proper  recommendations  in  many  cases, 
and  the  department  is  not  always  able  to  mnkp  n  second  one. 

3.  We  recommend  as  to  reports: 

(a)  That  reports  be  sent  at  once  to  the  principal  of  the  school 
referring  the  child:  directly  to  the  principal  of  the  school  to  which 
the  child  is  assigned,  provided  a  transfer  is  suggested;  to  parent 
or  guardian  of  the  child;  and  to  the  Superintendent's  oflTice.  This 
recommendation  will  require  additional  clerical  facilities  in  the 
office. 

(b)  That  schools  preserve  these  reports  that  the  cases  may 
be  checked  up  later.  Principals  should  be  notified  that  they  are 
to  keep  these  records  on  file  in  such  a  way  that  they  be  of  service 
as  educational  material. 

IV.    Compliance  With  Reeommendations  and  Following -Up  Case.s. 

1.  According  to  the  reports  of  the  principals  of  191  schools, 
approximately  1,126  cases  referred  by  them  have  been  examined 


REPORT  OF  THE  SUPERINTENDENT.  33 

since  September,  1913.  In  653  cases  the  decisions  of  tiie  de- 
partment have  been  carried  out;  in  473  there  have  been  failures 
to  comply  with  the  recommendations.  The  child  study  office  has 
no  way  of  compelling  the  enforcement  of  its  findings. 

2.  It  is  to  be  regretted  that  after  the  examination,  the  depart- 
ment is  forced  to  give  up  its  relationship  to  the  child.  When  he 
is  referred  to  the  school  center  in  which  he  belongs,  the  child  is 
in  the  hands  of  other  school  authorities.  We  find  that  failures  to 
comply  with  the  recommendations  come  from : 

(aj     Objections,  indifference  or  poverty  of  parents. 

(b)  Lack  of  school  or  institutional  facilities. 

(c)  Transfer  of  child  from  one  school  to  another  in  order  to 
escape  compliance — a  child  thus  becomes  'lost"  to  further  reme- 
dial care. 

(d!  In  many  cases  there  is  no  way  of  telling  whether  or  not 
the  recommendations  are  carried  out,  because  the  office  has  no 
reliable  way  of  getting  further  reports. 

3.  We  recommend  in  order  to  reduce  failures  in  compliance : 
(a;     That  a  radical  enlargement  and  extension  of  the  workings 

of  the  child  study  department  be  made,  one  that  will  include 
a  systematic  following-up  of  all  decisions  and  recommendations; 
that  it  be  the  duty  of  the  department  to  follow  the  child  when  he 
leaves  school,  not  alone  for  the  welfare  of  the  individual,  but  also 
.to  secure  statistics,  which  may  in  time  lead  to  effective  legislation 
for  the  future  welfare  of  the  race. 

(b '  That  a  visitor  or  social  w^orker  be  appointed  on  the  order 
of  a  visiting  nurse,  whose  whole  time  shall  be  given  to  following 
up  cases  and  getting  results. 

(c)  That  a  definite  "follow-up"  system  be  adopted  by  th^ 
office  somewhat  as  follows:  One  month  after  examination  of  thr 
child  a  printed  card  be  sent  to  the  principal  or  other  agencies, 
who  had  referred  the  child,  asking  what  treatment  he  had  re- 
ceived; if  a  negative  report  is  given,  the  process  should  be  repeated 
until  definite  disposition  is  reported;  in  case  of  report  of  disposi- 
tion in  line  with  the  recommendation,  a  further  inquiry  should 
be  sent  six  months  later,  asking  for  report  of  results  '*'  *••'•«! 
ment. 

(d)  That  more  wide-spread  facilities  be  provided,  such  as 
city  homes  and  schools  for  special  boys  and  girls;  segregation  of 
retarded  cases  from  subnormal;  segregation  in  these  classes  of 
boys  and  girls;  more  sppoially  trained  teachers;  transportation 
facilities  for  all  oases. 

NOTE:  Homes  or  schools  for  girls,  corm^nnndine  fn  tho 
Parental  School  for  Boys  should  be  provided 


34  PUBLIC    SCHOOLS. 

V.    Co-operation  of  Departments  and  Agencies. 

1.  Several  agencies  of  the  educational  and  city  government 
are  concerned  with  the  child  study  department  in  providing  for 
children  who  need  special  care,  such  as: 

(a)  The  Health  Department,  with  school  doctors  and  nurses. 

(b)  The  courts,  especially  the  Juvenile  Court,  with  proba- 
tion officers  and  police. 

(c)  The  compulsory  department. 

(d)  Principals  and  teachers  of  the  schools. 

(e)  Private  and  philanthropic  persons  and  societies  and  ad- 
ministrators of  philanthropic  funds. 

(f)  Superintendency  of  the  special  divisions  of  the  school 
system. 

2.  All  of  these  departments  are  active  in  their  work  for  the 
welfare  of  the  children  of  the  city,  and  they  are  reaching  a  large 
percentage  of  the  cases  needing  attention. 

3.  We  find  specific  defects  in  the  organization  of  the  work  of 
these  departments.  Their  relationship  is  mainly  voluntary  and 
gratuitous.  No  real  unity  of  organizations  or  team  work  exists, 
and  in  some  cases  they  are  working  at  cross  purposes.  There  is 
lack  of  understanding  as  to  the  work  supposed  to  be  done  by  each 
part  of  the  entire  institution  for  child  welfare. 

4.  As  to  the  co-operation  of  the  departments  we  recommend: 

(a)  That  the  Child  Study  Department  be  brought  into  closer 
and  better  organized  relationship  to  other  departments  enumerated 
above,  to  secure  complianc  with  its  recommendation.  "Parental 
objections"  would  be  largely  reduced  if  all  agencies  united  to 
bring  pressure  to  bear  upon  the  cases. 

(b)  That  this  department  have  a  system  of  records,  showing 
what  agency  or  department  is  concerned  in  following  up  a  given 
case,  and  what  success  is  attending  its  efforts. 

(c)  That  re-examinations  should  be  demanded  in  doubtful 
cases,  both  for  the  sake  of  the  child  and  the  department,  so  that 
the  true  value  of  the  diagnosis  of  the  case  may  be  determined. 

VI.    Summary  and  Conclusion. 

1.  It  is  the  opinion  of  this  committee  that  owing  to  the  growth 
of  the  city's  demands,  and  owing  to  increased  calls  by  schools  for 
instructions  in  handling  difficult  and  peculiar  children,  the  Child 
Study  Department  has  been  crowded  beyond  its  capacity;  that  it 
lacks  organization  both  within  itself  and  in  its  relation  to  other 


REPORT  OF  THE  SUPERINTENDENT.  35 

agencies  looking  to  the  welfare  of  children  in  the  city;  and  that  it 
therefore  does  not  reach  all  cases  needing  attention,  and  its  records 
and  recommendations  are  now  insufficient  to  serve  the  demands 
made  upon  it.    We  recommend,  therefore : 

(a)  That  its  scope  be  enlarged. 

(b)  That  it  be  given  more  help  and  more  facilities. 

(c)  That  it  be  put  in  closer  relation  with  other  depaj'tments 
'.which  care  for  children. 

(d;  That  it  be  given  greater  power  to  call  upon  agencies  con- 
cerned in  carrying  out  its  recommendations. 

(e)  That  there  be  more  definite  internal  organization,  and  that 
it  be  made  more  accessible  as  a  bureau  of  educational  research 
for  the  welfare  of  all  classes  of  children  in  the  city. 

(f)  That  every  school  have  one  or  more  ungraded  rooms,  with 
a  maximum  attendance  of  25  pupils,  providing  a  specially  equipped 
teacher  and  facilities  for  treating  these  pupils  as  to  their  individ- 
ual needs. 

(g)  That  since  mal-nutrition  is  responsible  for  much  of  the 
retardation  and  subnormality,  and  since  marked  improvement  is 
noted  where  proper  food  is  provided  for  such  children,  steps  be 
taken  to  insure  suitable  food,  at  least  one  meal  a  day,  to  all  pupils 
needing  such  attention. 

(h)  That  a  more  comprehensive  "adult  probation  law"  be 
passed,  giving  school  authorities  power  to  compel  parents  to  pro- 
vide for  the  proper  examination  of  their  children,  where  such  is 
deemed  necessary  and  for  the  carrying  out  of  the  suggestions 
made  after  such  examinations. 

In  view  of  the  wide-spread  interest  in  the  questions  of  heredity 
and  environment  as  affecting  the  present  condition  of  the  army  of 
unemployed,  your  committee  deems  that  the  vital  question  of  edu- 
cating the  young  who  may  recruit  this  army  is  of  paramount  im- 
portance. This  so-called  "fringe  of  humanity"  is  by  no  means 
hopeless,  but  its  hope  lies  in  being  understood  and  properly  han- 
dled, so  that  the  little  all  of  the  defective  may  be  increased  to 
its  highest  capacity.  That  this  capacity  will  scarcely  measure  up 
to  that  of  the  normal  child  is  evident,  but  that  it  may  become 
creative  and  useful  is  the  desire  of  all  agencies  for  social  welfare. 

Concluding  our  survey  of  the  Child  Study  Department,  we  feel 
that  it  is  one  of  the  greatest  welfare  aids  in  our  civic  life.  We 
have  found  our  task  intensely  interesting  and  instructive,  and  we 
believe  we  have  enjoyed  an  opportunity  for  personal  growth  and 


36  PUBLIC     SCHOOLS. 

study  in  the  duty  you  have  assigned  us.    With  deep  appreciation 
for  this  opportunity,  we  are, 

Very  truly  yours, 
Agnes  G.  Heath,  Chairman. 

Mabel  R.  Fehnald, 

Chicago  Normal  College. 
William  F.  Gingrich, 

Head  Asst.,  Headley  School. 
Ida  L.  Jaeger, 

Principal,  Brenan  School. 
June  H.  MacConkey, 

Principal,  Emerson  School. 
Frank  Mayo, 

Principal,  Revere  School. 
John  T.  McManis, 

Chicago  Normal  College. 
Sarah  J.  O'Keefe, 

Principal,    Beaubien    School. 
Mina  S,  Scheurer, 

Principal,  Brainard  School. 
r.ouiSE  Schroll, 

Principal.  Keith  School. 
Mary  E.  Thresher, 

Head  Asst.,   Raster  School. 
Mar^  E.  Tobin, 

Principal,  Marquette  School. 
Susan  A.  Yorke, 

Toachpr.   Tiltnn    Snhnnl. 


REPORT  OF  THE  SUPERINTENDENT  37 


'J  i 


PHYSICAL  EDUCATION. 

A  survey  of  Physical  Education  as  exemplified  in  the  public 
schools  of  Chicago  naturally  leads  to  the  noting  of  (a)  the  value 
of  physical  education,  (b)  the  all-pervading  influence  of  environ- 
ment, (c)  community  hygiene,  (d)  the  origin  and  development 
of  the  physical  side  of  general  education,  (e)  the  academic  or 
knowledge  element  in  physical  education,  and  (f)  the  formal  and 
systematic  training  of  the  muscles  by  means  of  class  exercises. 

Value  of  Physical  Education. 

A  single  event  in  the  recent  educational  history  of  Chicago, 
viz.,  the  Child  Welfare  Exhibit,  gave  in  most  vivid  and  concrete 
form,  the  complete  argument  for  more  thorough  and  aggressive 
efforts  to  secure  for  each  child  the  care  and  training  necessary 
to  develop  all  round  physical  well  being.  At  that  notable  conven- 
feion,  pictures,  graphs  and  models,  spoke  more  effectively  than 
libraries;  and  the  "living"  exhibit  by  classes  from  the  city  schools 
made  an  inspiring  educational  pageant.  The  co-operation  of  sev- 
eral cities  in  the  preparation  of  the  exhibition  showed  the  deep 
interest  of  the  general  public. 

Ways  and  means  of  counteracting  the  detrimental  influences  of 
complex  city  life  are  an  ever  present  problem.  A  recognition  of 
the  value  of  a  healthy  body  and  its  relation  to  a  sound  mind,  has 
brought  about  the  gymnasium.  More  and  more,  the  schools 
throughout  the  country  are  recognizing  its  value  and  are  express- 
ing the  fact  in  increased  numbers  of  gymnasiums  and  in  the  in- 
crease in  time  given  to  physical  education. 

Much  might  be  said  in  favor  of  each  of  the  two  general  types 
of  gymnastics,  formal,  and  recreative.  Neither  is  complete  in 
itself.  Both  are  necessary.  Together  they  aid  in  physical,  mental 
and  moral  growth.  They  bring  about  erect  carriage.  Round 
shoulders  and  sunken  chests  with  their  attendant  functional  dis- 
turbance give  place  to  a  bearing  that  shows  intelligence  and 
energy, — "a  valuable  business  and  social  asset".  Through  them 
practice  in  co-operation  with  others,  fair  play,  generous  accept- 
ance of  victory  or  defeat,  training^  in  inhibition  and  in  prompt 
response  are  had;  and  the  power  of  initiative,  love  of  the  open, 
of  grace  and  beauty,  are  givenchance  for  expression.  They  must 
aid  more  in  teaching  our  people  how  to  play,  an  urgent  need.   Too 


38  PUBLIC     SCHOOLS. 

often  the  machinery  is  left  unused  so  long  that  when  called  upon 
it  fails  to  respond. 

The  immigrant  has  brought  his  folk-dancing  and  through  it 
he  must  feel  himself  of  the  great  American  composite.  Dr.  Gulick 
says :  "It  makes  him  feel  that  he  'belongs',  that  he  is  being  recog- 
nized, that  the  old  is  being  used  in  the  construction  of  the  new." 

Effects  of  Environment. 

The  general  truth,  as  stated  by  Spencer,  to  the  effect  "that  the 
indirect  and  unforeseen  resulttj  of  any  cause  affecting  a  society 
are  frequently,  if  not  habitually,  greater  and  more  important  than 
the  direct  and  foreseen  results"  is  also  true  when  applied  to  indi- 
viduals. Environment  rather  than  volition  and  prescribed  courses 
of  training  in  our  schools  is  possibly  the  more  potent  factor  in 
the  physical  development  of  children. 

Environment,  especially  in  large  cities,  presents  conditions  and 
difficulties  which  must  be  met.  Air,  light,  sound,  housing  and 
equipment  require  consideration. 

Much  good  has  been  accomplished  in  (Chicago  schools  during 
the  past  few  years  by  means  of  the  definite  and  often  urged 
direction  of  the  superintendent  of  schools  to  let  air  and  light  into 
the  school  rooms.  Home-makers  and  school  architects  have  not 
yet  attained  full  realization  of  how  much  of  both  blessings  is  still 
outside  and  unutilized  if  our  senses  and  statistics  are  to  be  be- 
lieved. 

In  80%  of  the  gymnasiums  surveyed,  the  air  was  too  dusty, 
too  dry,  and  of  too  high  temperature  to  make  the  activities  in 
physical  education  as  beneficial  to  health  as  the  department  pur- 
poses. Experiments  here  and  elsewhere  have  shown  the  presence 
of  500,000  to  1,000,000  dust  particles  per  cubic  foot  in  school 
gymnasiums  which  thus  become  a  menace  to  health.  Bacteria 
in  washed  air  are  reduced  from  130  to  12.  Accordingly,  in  the 
schools  of  this  and  other  cities,  the  air  should  be  washed  and 
humified,  before  it  reaches  the  pupils  during  the  season  requir- 
ing heating  and  ventilation. 

The  thermometer  as  placed  at  present  at  the  side  of  the  room, 
cannot  possibly  perform  its  offices  for  a  large  school  room.  There 
should  be  several  thermometers  placed  variously  at  the  level  of 
the  pupils  when  seated. 

In  order  to  eliminate  the  third  great  evil,  dust,  from  the  gym- 
nasium, the  first  being  foul,  odorous  air,  the  gymnasium  and  its 
contents  must  be  kept  clean.  The  mats  have  been  reported  rarely 
or  never  cleaned.  In  their  present  condition  they  are  dustholders 
and  dangerous  to  health.    They  should  be  cleaned  every  day  by 


REPORT  OF  THE  SUPERINTENDENT.  39 

vacuum  process — perhaps  even  cleaned  or  sterilized.  That  much 
used  gymnasiums  can  be  cleaned  thoroughly  and  kept  clean  is 
demonstrated  in  the  small  parks  under  the  control  of  the  South 
Park  Board  of  our  own  city,  who  have  developed  an  efficient  serv- 
ice, (in  each,  two  men  being  kept  busy  cleaning  and  fumigating), 
and  have  achieved  a  general  condition  of  sanitary  cleanness  not 
encountered  in  the  schools  during  this  survey. 

Engineers'  elliciency  should  be  rated  in  part  upon  the  health 
conditions  they  discover  and  maintain  in  their  building  rather 
than  upon  lower  fuel  consumption  which,  when  cutting  do^Ti  the 
supply  of  fresh  air,  is  poor  economy. 

School  room  lighting  has  received  intelligent  care  from  archi- 
tects who  believed  in  factory  windows  and  large  lighting  areas, 
and  from  the  present  superintendent  who  early  during  her  ad- 
ministration asked  the  teaching  body  to  give  careful  attention  to 
the  conservation  of  the  vision  of  all  pupils  in  their  charge. 

In  the  survey,  Chicago  has  been  found  to  have  fewer  dark  or 
artificially  lighted  rooms  than  other  large  cities  of  the  country. 
In  twenty  schools,  only  four  rather  dark  rooms  were  seen  and 
these  were  temporary  makeshifts  awaiting  new  buildings  ordered. 

The  introduction  of  the  adjustable,  double  or  divided  window 
shades  has  increased  the  light  in  the  class  room,  perhaps  20%, 
the  dark  side  of  the  room  having  been  noticeably  illumined. 

The  use  of  unglazed  paper  in  school  books  is  recommended, 
and  the  substitution  of  dull,  unglazed  finish  on  all  polished, 
glazed  surfaces  of  all  w^ood  work,  and  school  furniture,  in  order  to 
reduce  eye  strain;  also  the  inspection  of  the  printed  matter  used 
by  pupils.  (Influence  of  school  books  upon  eyesight  in  Committee 
Report  on  School  Hygiene,  May,  1913^. 

Owing  to  the  effects  of  noise  upon  the  nervous  system  of  pupils, 
and  the  educational  waste  caused  by  the  loss  of  time  resulting  from 
noise,  it  is  recommended  that  (1)  new  buildings  bf»  built  at  some 
distance  from  the  street,  that  (2)  double  windows  be  placed  near 
elevated  roads,  and  (3>  that  mechanical  ventilation,  with  cooled, 
clean  air  be  furnished  noisy  rooms  during  hot  weather. 

Rooms  for  the  lower  elementary  grades,  as  first  and  second, 
should  be  furnished  like  the  kindergarten,  which  gives  a  sense  of 
freedom  to  young  pupils.  In  the  higher  grades  the  traditional 
method  of  seating  should  bo  discontinued.  There  should  be  sev- 
eral different  sizes  of  seats  in  every  class  room,  and  these  seats 
should  be  placed  much  further  apart  from  front  to  back  than 
at  present,  to  protect  inrlividuals  from  otfensive  proximity.  Ad- 
justable seats  are  objected  to  because  so  raroly  "adjusted".  The 
fixed    beats,    if    oconomy    foi-ces    them    upon    our'    schools,    .«hnnld 


40  PUBLIC     SCHOOLS. 

have  curved  backs  to  conform  with  the  backs  of  their  occupants. 
A  movable  chair  containing  a  book  drawer  and  a  swinging  writ- 
ing shelf  would  be  a  boon  in  school  room  furnishing. 

Community   Hygiene. 

Much  has  been  done  in  Chicago  in  recent  years  by  co-opera- 
tion with  the  Health  Commissioner  in  the  establishment  of  medi- 
cal inspection  for  the  prevention  of  communicable  diseases.  The 
results  are  apparent  and  the  friction  between  inspection  officials 
and  patrons  has  given  place  almost  entirely  to  a  sympathetic  spirit 
of  appreciation.  The  influence  of  the  school  physicians  and  nurses 
in  the  poorer  homes  is  becoming  a  service  of  the  very  highest 
value. 

None  of  the  several  varieties  of  bubbling  cups  has  been  even 
fairly  successful  as  an  apparatus  for  serving  a  sanitary  drink, 
because  up  to  the  present  time  no  way  has  been  discovered  of 
regulating  the  water  pressure  wh^n  all  the  cups  are  in  commis- 
sion at  recesses.  Perhaps  the  cups  are  worth  their  cost,  however, 
as  an  experiment  and  as  a  silent  reminder  that  care  in  the  matter 
of  drinking  is  important. 

Many  toilet  rooms  are  not  properly  cared  for.  This  is  true 
not  only  of  the  basement  toilets  in  old  buildings,  but  of  the  elegant 
and  costly  toilets  in  the  newest  of  our  magnificent  buildings, 
both  high  and  elementary.  More  of  educational  import  is  in- 
volved in  this  matter  than  has  yet  secured  effective  recognition. 

The  scope  of  this  report  does  not  admit  full  treatment  of  many 
items  related  to  social  or  community' hygiene  which  the  school 
system  of  Chicago  has  already  provided  for  or  is  considering.  It 
is  impossible  to  do  little  more  than  mention  some  of  the  more 
important.  Fire  drills  have  been  thoroughly  practiced  for  many 
years  and  on  several  occasions  have  proven  their  efficiency  by 
prevention  of  a  panic  and  probable  consequent  loss  of  life.  With 
the  new  fireproof  buildings  and  with  every  possible  provision  for 
safety  in  the  older  buildings,  no  pupil  in  Chicago  is  in  any  con- 
ceivable danger  from  fire.  The  danger  from  panic,  however,  in 
a  large  assembly  under  a  single  roof  is  always  prespnt.  More- 
over, the  drills  aid  in  the  general  control  and  movement  of  the 
various  divisions  of  the  school. 

Other  means  of  co-operative  welfare  at  present  established 
or  under  consideration  are — segregation  of  defectives — social 
center  activities — 'Litttle  Mothers  Clubs" — outdoor  gymnasiums, 
athletics,  free  and  directed  play. 


KI£PORT  OF  THE  SUPERINTENDENT.  41 

Historical  Development  ot*  tlie  Physical  Element  in  Education. 

The  treatment  of  this  topic  must  necessarily  be  brief  in  this 
report,  but  the  literature  on  this  subject  is  both  abundant  and 
delightful.  Members  of  the  committee  have  thoroughly  enjoyed 
Supervisor  Henry  Suder's  "Brief  Historical  Sketch"  in  his  last 
Manual;  the  very  complete  treatise  "On  Physical  Training"  by 
Dr.  Edward  Mussey  Hartwell,  published  in  Vol.  1  of  the  Report 
of  the  Commissioner  of  Education  for  1903;  Posse's  "Special 
Kinesiology  of  Educational  Gymnastics";  Sargent's  Physical  Edu- 
cation and  many  of  the  other  intensely  interesting  books  and 
reports  easily  within  reach  of  the  student  of  this  most  important 
phase  of  education. 

In  the  early  part  of  the  eighteenth  century,  physical  exercise 
began  to  assume  an  educational  and  hygienic  aspect  in  Germany 
and  began  to  appear,  in  various  forms,  in  the  schools  of  the 
European  countries. 

In  physical  education,  as  in  almost  every  other  subject  of 
human  interest,  America  has  been  the  battle  ground  upon  which 
the  various  theories  of  the  Old  World  have  come  into  conflict. 
With  the  tide  of  immigration  has  come  a  variety  of  ideas;  Ger- 
mans with  the  Turn  Verein,  elaborate  gymnastics  and  heavy  ap- 
paratus; English,  with  their  boating,  cricket,  tennis  and  foot 
ball;  Irish  with  their  boxing  and  wrestling;  French  with  their 
fencing;  Swedes,  with  their  free  and  light  gymnastics;  and  all 
the  nationalities  with  their  characteristic  folk  dances.  It  re- 
mains for  the  American  schools  to  effect  a  happy  combination  of 
the  best  elements  of  all;  the  strength  of  the  gymnasium,  the  activ- 
ity and  energy  of  the  field  sports,  the  grace  and  suppleness  of 
the  calisthenics  and  the  beautiful  poise  and  mechanical  precision 
of  the  free  gymnastics. 

Hygiene  Teachiny. 

The  Illinois  School  Law  provides:  "That  the  nature  of  alco- 
holic drinks  and  other  narcotics  and  their  effects  on  the  human 
system  shall  be  taught  in  connection  with  the  various  divisions 
of  physiology  and  hygiene,  as  thoroughly  as  are  other  branches." 

In  Chicago  the  topic  is  placed  in  the  department  of  physical 
education,  an  excellent  series  of  text  books  is  in  use  nnd  the 
requirements  of  the  law  are  fully  met. 

Gymnastie^s. 

Gymnastics  is  the  art  of  systematic  training  of  the  muscular 
system,  its  fundamental  purpose  being  to  make  the  body  an  ener- 


42  PUBLIC     SCHOOLS. 

getic  and  docile  servant  of  the  will.  Strength  and  adroitness 
unite  and  become  confident  skill. 

School  gymnastics,  especially  in  cities,  are  an  important  hy- 
gienic and  recreational  exercise,  even  where  results  do  not  nearly 
approach  the  ideals  of  any  one  of  the  so-called  "systems.'  The 
controversies  among  advocates  of  various  systems  are  becoming 
much  tempered  as  attention  is  centered  more  and  more  upon 
what  after  all  are  the  really  desirable  results  of  physical  train- 
ing. 

The  survey  included  the  normal  school,  all  of  the  21  high 
schools,  and  65  out  of  the  270  elementary  schools.  The  impres- 
sions received  are  indicated  by  the  following  extracts  from  indi- 
vidual notes. 

Chicago  has  been  generously  equipped  with  apparatus  and 
gymnasiums  in  comparison  with  other  large  cities.  What  is  most 
needed  now  is  not  more  apparatus,  but  more  intelligent  use  of 
what  we  have. 

It  is  a  late  development  with  both  Swedish  and  German  sys- 
tems to  exercise  heavily  enough  to  get  into  a  perspiration  and 
require  a  subsequent  shower  bath  as  the  English  and  Americans 
do  so  wisely,  enthusiastically,  and  systematically.  At  the  Inter- 
national Congress  in  Paris  last  year,  the  Danes  won  warm  praise. 
Their  system  has  introduced  more  joy  and  more  team  work  into 
its  activities.  Their  teachers  teach  other  subjects  and  do  not 
aspire  to  be  close  specialists. 

In  some  rooms  calisthenics  do  not  seem  to  be  given  with  any 
degree  of  system  or  of  accuracy.  The  commands  (which  are 
supposed  to  come  from  the  Manual  are  not  given  alike.  This 
is  confusing  to  the  pupil  in  passing  from  school  to  school,  or 
room  to  room.  Tactics  sometimes  are  not  carried  farther  than 
the  formation  of  two  columns  even  where  there  are  large  corri- 
dors. The  dismissals  in  general  were  good.  The  pupils  carried 
themselves  well  and  tried  to  keep  the  march  rhythm.  This  was 
especially  true  of  schools  in  which  there  was  a  school  orchestra 
or  some  one  to  play  in  the  corridors. 

It  was  a  pleasure  to  go  into  some  g>'mnasiums.  The  air  was 
fresh  and  pure;  the  room  was  clean  and  the  apparatus  was  not 
dusty.  And  in  these  schools,  the  activity  of,  and  the  benefit  to 
the  pupil  was  as  great  as  that  of  the  high  school  gymnasium. 
There  is  no  question  but  that  the  use  of  fixed  apparatus  is  splen- 
did for  muscular  activity  and  therefore  good  health.  In  most 
g^^mnasiums  all  the  apparatus  is  used  sometime  during  the  year, 
especially  in  schools  visited  e^^ery  two  weeks  by  a  supervisor. 

In   schools   where   gymnasium   suits   are   worn,   tho   girls  get 


REPORT  OF  THE  SUPERINTENDENT.  43 

more  out  of  the  exercise.  It  is  almost  impossible  (o  do  any 
apparatus  work  in  the  present  day  attire  and  girls  should  be 
made  to  feel  that  the  work  is  as  good  for  them  as  it  is  for  the 
boys.  Suits  are  required  in  the  high  schools,  why  not  require 
them  in  the  grammar  schools?  The  girls  can  come  prepared 
for  exercises  on  those  days  allotted  for  their  gymnasium  work 
and  no  time  need  be  lost  in  preparation  for  the  class.  If  there 
is  an  objection  to  boys  and  girls  being  together,  separate  into 
classes  and  take  boys  alone  and  girls  alone.  This  gives  them  a 
better  preparation  for  the  advanced  work  in  the  high  schools. 

Glass  instruction  is  given  in  various  games  and  in  track  and 
field  athletics  both  in  the  high  and  elementary  schools,  but  with 
the  possible  exception  of  base  ball,  an  added  zest  is  required  to 
sustain  the  pupil's  interest.  Ball  leagues  and  field  meets  with 
honors  and  prizes  furnish  this  zest  in  the  high  school,  but  it  has 
been  thought  best  to  prohibit  all  contests  between  elementary 
schools. 

There  is  no  inherent  reason  why  the  games  children  enjoy 
in  the  gymnasium  should  not  be  played  in  the  school  yard  or 
in  vacant  lots,  and  the  fact  that  they  are  not  constitutes  a  stron,^ 
argument  for  supervised  and  directed  play.  The  growth  of  the 
playground  movement  is  due  to  a  realization  that  play  is  the 
business  of  childhood  and  that  the  city  child  does  not  know  how 
to  play.  Of  late  the  moving  picture  show  has  added  to  the  passiv- 
ity of  his  recreation.  A  duty  no  less  urgent  than  that  of  con- 
serving the  child's  health  and  strength  rests  with  the  community 
to  inculcate  in  him  a  love  for  outdoor  sport  which  shall  be  his 
physical  heritage  in  after  life. 

Inter-school  contests  call  forth  the  activities  of  only  those 
who  need  the  training  least — those  fairly  well  equipped  phys- 
ically— and  lead  to  the  evils  attendant  upon  an  undue  emphasis 
on  winning.  There  is  need,  therefore,  that  each  elementary  and 
high  school  be  organized  into  groups  of  pupils  who  shall  contend 
with  other  groups  in  the  same  school  in  all  sorts  of  games.  This 
can  be  accomplished  only  by  having  a  playground  at  the  school 
building  with  a  play  director  on  duty  at  the  child's  play  time. 
In  several  schools  where  municipal  playgrounds  are  adjacent,  at- 
tempts to  approximate  this  plan  are  being  made.  These  would 
be  more  effective  if  the  play  director  were  under  control  of  the 
school  and  if  the  play  were  an  integral  part  of  the  school  life. 

The  calisthenics  in  the  rooms  at  seats  with  apparatus 
seemed  to  defeat  the  very  purpose  for  which  they  were  given, 
for  the  reason  that  the  children  immediately  became  tense,  and 
seemed  under  a  great  strain  caused  by  fear  of  striking  the  desk 


44  PUBLIC     SCHOOLS. 

or  the  apparatus  in  the  hands  of  another  pupil.  Correct  posture 
was  very  difficult  to  attain  in  this  work  on  account  of  limited 
space.  Rhythmical  steps  in  all  the  lower  grades  were  given. 
Tactics  were  given  generally  throughout  the  schools.  We  found 
some  very  excellent  work.  The  pupils  showed  the  effect  of  this 
drill  in  their  marching  at  dismissals. 

"ThaT  the  heart  of  youth  goes  out  to  play  as  to  nothing  else 
in  the  gymnastic  line"  is  obvious.  This  does  not  change  as  the 
child  advances  to  the  upper  grades,  for  they  find  that  play  best 
satisfies  all  their  needs.  While  receiving  a  great  deal  of  exercise^ 
they  experience  mental  relaxation  as  well. 

Folk  and  gymnastic  dancing  very  properly  occupy  a  place  in 
our  system  of  physical  education.  The  rhythm  of  dancing  and 
the  music  accompaniment  relieve  the  muscular  system  to  a  great 
extent  and  give  poise  and  balance  so  very  necessary  to  boys  and 
girls  that  are  awkward  and  self  conscious. 

The  effective  direction  of  groups  on  a  playground  or  in  a 
gymnasium  will  have  each  pupil  in  active  co-operation  with  his 
group.  The  great  majority  of  children  on  the  unsupervised  play- 
ground simply  sit  about  or  interfere  with  the  active  group,  who 
show  some  initiative  in  group  activity. 

Facilities  for  Physical  Education. 

Chicago  is  thoroughly  in  earnest  in  providing  opportunity  for 
both  outdoor  and  indoor  exercise.  Small  parks  and  municipal 
playgrounds  are  increasing  even  close  to  the  center  of  the  city, 
where  space  is  costly. 

The  new  normal  school  gymnasium,  with  its  shower  baths 
and  swimming  pool,  is  not  surpassed  elsewhere  so  far  as  your 
committee  can  ascertain.  The  latest  type  of  high  school,  with 
a  five  or  ten  acre  athletic  field,  is  but  little  inferior,  and  some 
new  elementary  buildings  have  as  a  part  of  their  regular  equip- 
ment a  swimming  pool  and  a^good  gymnasium.  Appointments 
such  as  these  closely  approach  the  ideal. 

All  of  the  21  high  schools  have  gymnasiums  ranging  from 
fair  in  the  older  buildings  to  superb  in  the  new.  Of  the  270 
elementary  buildings,  M  have  first  class  gymnasiums  apart  from 
the  assembly  hall,  52  have  a  good  gymnasium  outfit  in  the 
assembly  hall,  25  have  first  class  (new)  combined  gymnasiums 
and  assembly  halls  and  26  have  one  or  more  vacant  rooms  fitted 
up  with  gymnastic  apparatus. 

The  standard  equipment  for  the  various  gj^mnasiums  is  as 
follows : 

Equipment  of  elementary  gymnasiums:      1.   Giant   Stride,    4 


REPORT  OF  THE  SUPERINTENDENT.  45 

pairs  flying  rings,  6  traveling  rings,  12  climbing  poles  on  tracks, 
4  rope  ladders,  4  adjustable  ladders,  2  pairs  jumpstands,  with 
cords,  4  short  jump  boards,  8  gymnasium  mats,  2  sets  of  combina- 
tion apparatus. 

Hand  Apparatus:  50  to  100  pairs  Indian  Clubs  (according 
to  the  size  of  the  gymnasium;,  50  to  100  pairs  of  dumbbells  with 
the  necessary  hooks  for  same,  110  wooden  wands  with  two  wand 
cases,  55  steel  wands  with  wand  cases. 

Material  for  Games:  1  set  basket  ball  backstops  with  goals, 
2  basket  balls,  1  set  light  bean  bags,  1  set  medium  bean  bags, 
1  set  heavy  bean  bags,  1  dozen  beetles. 

The  list  of  apparatus  for  high  schools  differs  very  much  from 
that  of  elementary  schools.  The  old  high  schools  were  provided 
with  one  gymnasium,  while  the  new  high  schools  are  provided 
with  two  gymnasiums,  and  each  gymnasium  is  equipped  with 
apparatus  very  much  more  varied  and  extensive  than  that  fur- 
nished for  elementary  gymnasiums. 

Need  more  be  said  about  facilities?  The  whole  gymnastic 
situation  might  be  summed  up  by  saying  we  are  long  on  facilities 
and  short  in  instruction. 

Instruction  in  Physical  Education. 

Glasses  in  the  normal  school  are  in  charge  of  two  teachers, 
the  work  is  excellent  and  is  especially  adapted  to  the  needs  of 
young  women — the  new  gymnasium  will  furnish  ample  means 
for  more  varied  exercises  and  more  periods  of  work. 

The  high  school  teachers,  two  to  each  building,  are  generally 
well  trained.  Their  ranks  are  recruited  from  the  more  efficient 
of  the  teachers  in  elementary  schools. 

Both  gymnastics  and  athletics  in  the  high  schools  are  very 
satisfactory.  In  field  sports  the  tide  is  turning  from  excessive 
inter-school  contests  to  the  more  generally  helpful  emulation 
between  the  classes  of  an  individual  school. 

In  the  elementary  schools  some  of  the  work  is  deserving  of 
all  praise.  The  possibilities  are  finely  illustrated  by  a  class  in 
the  gymnasium  under  a  really  skillful  teacher,  by  specially  pre- 
pared exhibition  exercises,  and  in  a  few  schools  where  a  specially 
gifted  teacher,  or  an  unusually  enthusiastic  school  faculty  set  the 
work  in  a  high  key. 

Too  often  the  work  lacks  system,  continuity  and  vim.  Nor 
are  teachers,  principals  or  any  one  else  specially  to  blame.  We 
simply  have  not  yet  reached  the  point  where  sufficient  competent 
instruction  is  available. 

Squarely  face  the  fact  that  out  of  the  94   special   teachers. 


46  PUBLIC     SCHOOLS. 

21  high  schools  get  the  best  45  and  270  elementary  the  other  49, 
and  very  little  remains  to  be  said. 

General  Recommendations. 

1.  Our  schools  should  move  in  the  direction  ot  required 
courses  in  physical  training  that  produce  noticeable  results. 

2.  Strengthen  instruction  in  the  elementary  schools.  In  the 
light  gymnastics  or  calisthenics,  work  more  toward  simplicity, 
accuracy  and  vigor. 

3.  Encourage  school  athletics  by  appointing  held  directors  to 
relieve  overworked  gymnasium  teachers. 

4.  Establish  a  department  in  the  normal  school  lor  a  thorough 
training  of  special  teachers  and  supervisors  and  in  that  way  sup- 
ply the  greatest  need  of  our  work  in  physical  education  at  the 
present  time. 

R.  M.  Hitch,  Chairman. 

Bertha  Benson, 

Principal,  Penn  School. 
Kate  Bestel. 

Teacher.    Brown    School. 
Clarence  DeButts. 

Principal,    Lowell    School. 
Elizabeth  A.  Gibbons, 

Head  Asst.,  Otis  School. 
A.  E.   LoniE, 

Principal,   Walsh  School. 
George  B.  Masslich, 

Principal,  Wells  School. 
Ida    M.    Pahlman, 

Principal,    McCosh    School. 
Mary  T.  Sullivan. 

Teacher,    Jefferson    School. 


REPORT  OF  THE  SUPERINTENDENT.  47 


HUMANE  AM)  MORAL  EDUCATION. 

The  committee  finds  tliat  the  effort  to  educate  the  children 
along  the  line  of  morality,  including  its  specific  phase  humane- 
ness, is  finding  expression  almost  universally  through  indirect 
means  rather  than  through  formal  lessons.  That  this  is  right 
there  can  be  small  question,  for,  whether  intellectual  culture  or 
moral  culture  be  the  goal,  given  a  growing  atmosphere,  the  indi- 
vidual develops  the  more  surely,  the  less  conscious  he  is  of  the 
end  to  be  attained. 

It  is  obvious  that  the  changing  needs  of  the  growing  child, 
his  varying  instincts  and  tendencies  as  he  passes  through  succes- 
sive stages  of  development,  should  be  considered  in  selecting  and 
arranging  suitable  material  for  moral  training.  The  method  of 
habit  and  imitation  for  the  elementary  child  will  lead  into  a  more 
rational  ethical  conception  in  the  mind  of  the  youth.  One  part 
of  our  problem,  therefore,  is  to  fit  the  work  we  are  doing  to  the 
various  stages  of  school  life:  the  post-infancy  of  the  kindergar- 
ten, the  period  of  gradual  growth  from  kindergarten  immaturity 
to  adolescence  in  the  elementary  grades  and  the  young  manhood 
and  womanhood  of  the  high  schools. 

Unembarrassed  by  the  necessity  of  imparting  a  definite 
amount  of  information  the  kindergarten  bends  its  entire  energies 
to  the  child's  development.  Here  then,  in  the  social  life  inherent 
in  the  kindergarten  idea,  is  a  rare  growing  season  in  which  habits 
of  acting  rightly  and  courteously  are  woven  into  life.  The  songs, 
the  marching  in  which  one  tries  to  fit  himself  to  a  given  measure, 
the  care  of  pets  that  visit  or  live  in  the  kindergarten,  the  oppor- 
tunities made  for  the  older  and  stronger  to  help  the  younger  and 
weaker,  the  story  hour,  the  talks  in  which  experiences  are  ex- 
changed before  self-consciousness  hides  the  child's  real  concep- 
tions from  his  fellows,  are  agencies  well  used,  we  believe,  for 
moral  growth. 

In  the  first  two  of  the  primary  grades  the  means  used  do  not 
<liffer  materially  from  those  of  the  earlier  years  except  as  they 
are  attested  by  the  restriction  of  freedom  in  the  child's  life  and 
the  increasing  complexity  of  aim  in  the  teacher's  mind  due  to 
the  advent  of  the  course  of  study.  With  the  coming  of  the  power 
to  read,  in  the  later  primary  grades,  we  find  the  children  drawing 
inspiration  from  their  readers,  dramatization,  and  memory,  gems, 


48  PUBLIC    SCHOOLS. 

and  from  supplementary  stories  of  animals,  their  usefulness,  their 
habits,  and  their  relation  to  man.  Anniversaries  become  interest- 
ing, and  songs  still  do  their  work.  Children's  good  impulses  find 
expression  in  building  bird  houses  and  feeding  the  inmates,  in 
caring  for  various  other  pets,  and  in  one  instance  in  helping  to 
install  a  drinking  fountain  near  the  school.  Oral  and  written 
composition  affords  a  medium  for  the  pleasant  and  profitable 
interchange  of  these  experiences. 

In  grammar  grades,  history  and  literature,  together  with  vari- 
ous publications  devoted  to  child  ethics,  are  full  of  suggestion. 
Lantern  slides  are  found  very  generally  helpful.  Discussion  leans 
increasingly  toward  the  abstract,  and  such  topics  are  chosen  as 
the  privileges  and  duties  of  citizenship,  the  laws  for  the  protec- 
tion of  wild  birds  and  other  animals,  and  the  means  for  securing 
humane  treatment  of  horses.  Clubs  are  formed  to  relieve  suffer- 
ing. Pupils  are  becoming  acquainted,  through  their  use,  with  the 
facilities  provided  by  the  Humane  Society  and  the  Anti-Cruelty 
Society  for  the  care  of  injured  or  deserted  animals. 

The  occasional  instance  among  elementary  schools  of  seeking 
to  secure  self-control  and  intelligent  self-guidance  on  the  part 
of  the  pupil  through  placing  the  discipline  of  the  school  under 
the  jurisdiction  of  pupil  organizations  is  worthy  of  notice.  This 
practice  is  fraught  with  possibilities  for  good  but  not  free  from 
possibilities  of  evil.  It  is  doubtful  whether  we  are  yet  ready  for 
its  universal  adoption. 

In  the  high  school,  while  the  eflfort  is  continued  to  inspire 
the  students  with  high  ideals  without  ostentatiously  pointing  th«w 
lesson,  there  are  also  agencies  which  present  to  them  directly  their 
moral  responsibility.  Here  they  are  intrusted  with  a  larger  free- 
dom from  supervision.  .  Team  play  in  orchestra  and  glee  club, 
and  in  social,  debating,  literary  and  dramatic  clubs,  brings  them 
face  to  face  with  the  need  for  fair  play  and  for  living  up  to  the 
best  that  is  in  them.  The  recent  institution  of  the  office  of  dean 
of  girls  marks  an  epoch  in  plac...:?  upon  a  higher  plane  the  social 
life  of  the  high  school  student  body.  Instruction  in  practical 
hygiene  helps  the  individual  to  become  a  self-regulated  informed 
"unit  of  society  capable  of  performing  satisfactorily  the  social  and 
moral  obligations  devolving  upon  him.  One  high  school  has  em- 
bodied its  idea  of  moral  education  in  a  very  practical  system  of 
pupil  self-government  under  the  plan  of  an  elective  student  com- 
mission assisted  by  elective  deputies  in  the  various  rooms  and 
classes,  the  work  being  done  entirely  through  the  influence  of 
public  opinion  and  an  attempt  on  the  part  of  the  commissioners 


REPORT  OF  THE  SUPERlxN'TENDENT.  49 

and  deputies  lu  impress  upon  oLliers  Llie  lact  that  tlie  scliool  oum- 
munity  is  in  opposition  to  anytliing  that  brings  discredit  upon  the 
school  body  or  upon  an  individual.  Those  who  have  handled 
young  people  know  how  powerlul  an  inlluence  this  is.  The  com- 
mission takes  charge  of  the  following  matters:  1,  Attendance;  2, 
Public  improvement;  3,  Public  health  and  amusement;  4,  Pub- 
lic safety;  5,  Public  manners  and  morals.  Under  this  organiza- 
tion, the  good  impulses  of  the  student  body  have  found  vent  in  a 
quite  remarkable  system  of  outside  philanthropic  work,  in  which 
the  students,  besides  individually  investigating  and  relieving  cases 
of  poverty,  co-operate,  also,  with  social  settlements  and  with 
organized  charitable  agencies. 

The  elementary  pupil  who  is  fortunate  enough  to  enter  the 
larger  life  of  the  high  school  fmds  each  year  increasing  oppor- 
tunity for  reducing  to  practice  the  ideals  which  have  been  grad- 
ually fostered  up  to  this  time  by  his  social  life,  his  home  environ- 
ment and  his  inborn  aspirations. 

We  have  outlined  the  visible  work  being  done  in  our  schools 
along  the  line  of  humaneness  and  morality  as  the  picture  pre- 
sented itself  to  us  in  our  various  visits,  and  the  good  influence 
of  this  work  w^e  believe  is  very  strong.  There  is,  however,  in 
addition,  from  kindergarten  to  high  school,  another  factor  to  be 
•  considered,  another  influence  at  work  among  our  children,  invis- 
ible and  very  potent.  This  is  the  daily  right  living  of  the  school, 
which,  under  no  guise  other  than  fair  play  and  the  conscientious 
carrying  out  of  the  daily  curriculum,  develops,  not  teaches,  th'' 
ideals  that  make  for  morality;  natural  opportunities  for  the  exer- 
cise of  courtesy  and  kindness  being  recognized  and  used,  incidents 
of  the  children's  own  lives  being  so  interpreted  to  them  that  right 
view  points  are  gained,  and  the  various  class-room  exercises  beinijr 
so  conducted  that  the  children  do  their  work  honestly  for  a  low- 
period  before  the  temptation  to  do  it  dishonestly  is  allowed  to  con- 
front them. 

Physical  well-being  fosterecf^eVery where  through  the  gymna- 
sium, and  in  congested  districts  through  adequate  bathing  facili- 
ties and  playgrounds,  and  the  preparation  for  a  generation  of  bet- 
ter homes  through  the  domestic  science  work,  lend  themselves 
strongly  to  moral  and  humane  development.  And  it  is  moral 
and  humane  development,  not  moral  and  humane  teaching,  that 
our  children  most  need.  The  possibilities  for  such  development 
are  embodi(*d  in  the  spirit  and  attitude  of  the  school,  and  vary 
among  schools  in  proportion  to  the  worthiness  of  the  ideals  which 
actuate  the  school  faculty  as  they  vary  in  the  rooms  of  an  indi- 


50  PUBLIC    SCHOOLS. 

vidual  school  in  proportion  to  the  worthiness  of  the  ideals  which 
actuate  the  individual  teacher. 

Martin  Schmidhofer,  Chairman. 

Isabel  J.  Burke, 

Prin.  Wadsworth  School. 
Delos  Buzzell, 

Prin.  Belding  School. 
Solon  S.  Dodge, 

Prin.  Chase  ScShool. 
Margaret  S.  Fitch, 

Prin.  Prescott  School. 
Alice  A.   Hogan, 

Prin.  Rogers  School. 
Fannie  L.   Marble, 

Prin.  Hanson  Park  School. 
Annie  S.  Newman, 

Prin.   Mayfair   School. 
Marguerite  L.  O'Brien, 

Teacher,  Grant  School. 
Carrie  F.  Patterson, 

Prin.  Bancroft  School. 
Jeannetie  J.  Robinson, 

Prin.   Mann  School. 


REPORT  OF  THE  SUPERINTENDENT.  51 


SOCIAL  EFFICIENCY. 

At  the  begiiuiiiig  of  this  inquiry  a  questionnaire  was  sent  out 
to  all  the  schools,  as  follows : 

1.  What  conditions  or  agencies  at  work  within  the  school 
do  you  consider  are  most  favorable  to  the  development  of: 

(a)  Initiative  on  the  part  of  the  pupils? 

(b)  The  co-operative  spirit   (team  play)? 

2.  Among  the  regular  school  activities,  which  in  youi-  opin- 
ion are  most  elTective  in  these  lines?    In  what  way? 

3.  What  special  activities,  if  any,  such  as  clubs,  etc.,  have 
been  inaugurated  in  your  school?     With  what  results? 

4.  What  have  you  found  to  be  the  best  means  of  develop- 
ing loyalty  in  the  pupils? 

5.  What  improvements  in  conditions  or  equipment  would 
you  suggest  as  most  urgently  needed  in  furthering  the  develop- 
ment of  social  efficiency  in  your  pupils? 

Upon  the  answers  to  these  questions,  supplemented  by  infor- 
mation obtained  individually  from  other  sources,  the  conclusions 
of  the  committee  are  based. 

The  survey  shows  a  very  wide  divergence  in  the  amount  and 
character  of  the  organized  effort  being  made  along  these  lines. 
Some  principals  and  teachers  are  keenly  alive  to  the  opportunities 
afforded  in  the  school  for  the  encouragement  of  initiative,  co- 
operative ability  and  school  spirit,  and  report  a  long  list  of  activi- 
ties,— administrative,  legislative,  scholastic  and  recreational, — 
inaugurated  with  that  special  end  in  view.  Others,  no  doubt  just 
as  deeply  interested  in  the  development  of  these  qualities  in  their 
pupils,  confine  the  field  of  their  efforts  to  the  course  of  study  and 
rely  upon  personal  example  and  individual  counsel  to  produce 
results. 

This  divergence  is  more  largely  true  of  the  elementary  schools 
than  of  the  high  schools,  doubtless  owing  to  the  fact  that  the 
pupils  in  these  grades  are  many  of  them  under  adolescent  age,  or 
just  entering  upon  it,  and  still  respond  in  large  measure  to  the 
stimulus  of  kindly,  if  sometimes  arbitrary,  control.  Most  of  thp 
high  schools  report  a  wide  range  of  organized  activities,  chiefiy 
of  a  social  nature,  but  many  with  athletic  or  technical  require- 
ments and  aims.  The  reports  from  elementary  as  well  as  high 
schools  indicate  in  many  instances  a  more  or  less  developed  stu- 
dent government  plan  in  successful  operation. 


52  PUBLIC     SCHOOLS. 

It  is  a  fundamental  principle  that  the  school  is  not  an  isolated 
institution,  but  must  function  in  social  efficiency  if  it  is  to  justify 
its  continuance  as  the  main  concern  of  parenthood,  and  of  the 
state,  the  representative  of  parenthood.  Because  we  live  in  an 
age  which  emphasizes  the  obligations  of  social  service,  we  must 
be  deeply  concerned  that  not  only  the  course  of  study,  but  the 
entire  life  of  the  school,  be  shaped  to  this  end. 

The  environment  in  which  the  growing  boy  and  girl  spend 
those  hours  of  the  day  in  which  all  their  powers  are  at  the 
maximum  should  be  such  as  to  include  opportunities  for  the 
fullest  possible  expansion,  guidance  and  adjustment  of  those  pow- 
ers. The  attitude  of  principal  and  teacher  toward  the  child 
as  a  social  being,  the  presence  of  a  social  as  well  as  of  an  intel- 
lectual ideal  in  the  management  of  the  school  and  its  activities, 
have  as  much  to  do  with  his  education  as  any  subject  in  the  cur- 
riculum. All  that  is  worth  while  in  the  superstructure  must  have 
its  base  and  support  in  the  subconscious  life  of  the  child;  the 
foundations  nmst  be  laid  during  the  years  when  habits  of  mind 
and  body  are  most  easily  formed.  The  application  of  this  princi- 
ple to  the  problem  of  the  social  efllciency  of  the  schools  forces 
us  to  the  conclusion  that  we  cannot  begin  too  early  to  establish 
those  qualities  which  help  the  child  to  adjust  himself  most  fully 
to  the  environment  in  which  he  finds  himself  during  the  years  of 
his  pupilage,  and  which  once  established  will  continue  to  educate 
him  in  the  power  of  adjustment  when  he  emerges  into  the  larger 
environment  of  life. 

We  have  therefore  considered  the  field  of  our  inquiry,  in  both 
high  and  elementary  schools,  in  four  main  divisions;  namely: 
I.  The  Management  of  the  School. 

IT.  Activities  Related  to  but  not  Specifically  Listed  as  School 
Work. 

III.  Cooperating  Agencies. 
rV.  Equipment. 

I.    Management  of  the  School. 

It  is  a  matter  of  general  acknowledgment  that  the  principal, 
and  the  principal  and  teachers,  are  responsible  for  the  spirit  which 
creates  an  atmosphere  favorable  to  the  development  of  cheerful- 
ness, optimism  and  interest  in  the  work  of  the  school.  Among 
the  teachers,  conferences,  informal  social  gatherings,  lunch  clubs, 
special  committees  and  various  cooperative  activities  are  en- 
couraged by  many  principals  as  fostering  a  spirit  which  is  re- 
flected in  the  appreciative  attitude  of  the  members  of  the  school 
toward  the  teachers  and  toward  each  other. 


REPORT  OF  THE  SUPERINTENDENT.  53 

Active  participation  in  the  nianagemenL  and  care  of  the  school 
and  school  property  also  awakens  interest  and  develops  responsi- 
bility. This  fact  is  widely  recognized.  Most  schools  have  some 
form  of  monitor  system;  many  have  regularly  appointed  or  elected 
custodians  and  other  officers,  and  an  increasing  number  have  well 
developed  systems  of  pupil  government.  The  marshal  who  is 
chosen  by  classmates  or  appointed  by  the  teacher  to  officer  the 
ranks  and  to  attend  to  the  ringing  of  bells  and  gongs  is  helped  by 
being  chosen  and  through  doing  the  work.  In  many  schools  the 
older  boys  and  girls  are  encouraged  to  care  for  the  younger  chil- 
dren on  their  way  to  and  from  school  and  on  the  playground,  and 
to  take  entire  charge  of  corridors  and  basements.  In  one  school  a 
court  or  jury  formed  of  responsible  pupils,  which  tries  habitual 
offenders  against  the  school  or  public  order  and  fixes  their  punish- 
ment, has  been  found  useful.  In  a  few  schools  the  plan  of  pupil 
government  in  operation  is  modeled  throughout  upon  our  federal 
government,  with  regular  elections.  In  others,  appointments,  are 
made  by  principal  or  teachers.  In  all  these  the  effort  is  toward 
the  practical  application  of  the  laws  of  society  and  good  govern- 
ment, which  would  otherwise  be  mere  abstractions  to  the  pupils. 
Executive  ability  and  self-reliance  are  thus  developed,  also  leader- 
ship, or  the  power  to  command,  and  an  appreciation  of  the  value 
of  prompt  obedience  that  is  difficult  to  acquire  in  any  other  way. 

II.     Organized  Social  Activities  Not  Specifically  Listed  as  School 
Work. 

That  the  tendency  of  the  modern  public  school  is  increasingly 
social  is  plainly  shown  by  the  long  list  of  organized  activities, 
more  or  less  permanent  in  their  nature,  w^hich  are  characteristic 
of  individual  schools.  These  are  an  outgrowth,  in  large  measure, 
of  the  needs  of  the  school  and  of  the  neighborhood.  Literary 
societies  have  been  for  years  a  feature  of  the  eighth  grade  work 
in  nearly  all  our  schools.  Some  schools  report  clubs  of  one  sort 
or  another  in  nearly  every  one  of  the  elementary  grades,  and  in 
the  high  schools,  practically  all  student  activities  are  carried  on 
by  means  of  formally  organized  groups  of  students  or  of  students 
and  teachers. 

That  the  group  and  laboratory  method  of  instruction,  which 
has  to  a  great  extent  supplanted  even  in  the  primary  grades  the 
old  time  formal  recitation  and  momoriter  work,  prepares  the  way 
for  more  definite  and  independent  cooperative  work  in  the  upper 
grades,  is  beyond  question.  Directed  group  work  tends  to  satisfy 
the  natural  craving  for  companionship,  to  guide  it  into  useful 
fhannels.     Tt    develops   ^elf-i'espect   and    ^^elf-ponfldence.    a  bettpr 


54  PUBLIC     SCHOOLS. 

understanding  of  others  and  respect  for  their  opinions.  In  club 
activities,  poise,  bearing  and  delivery  are  much  improved  by  the 
practice  afforded  in  public  speaking.  Latent  talent  is  often  de- 
veloped, and  a  working  knowledge  of  parliamentary  law  is  obtained 
through  actually  taking  part  in  business  meetings.  Among  the 
older  pupils  the  idea  of  working  together  for  things  worth  while, 
when  encouraged  by  public  opinion  and  established  by  habit,  tends 
to  divert  the  "gang"  spirit  to  legitimate  and  proper  standards. 

Law  and  Order  Leagues,  Civic  Clubs,  Clean  City  Brigades, 
Boys'  Brigades,  and  various  other  school  welfare  organizations 
are  increasing  in  number  in  both  high  and  elementary  grades. 
They  direct  specific  attention  to  the  principles  of  good  citizenship, 
and  awaken  the  realization  that  the  individual  as  a  member  of 
society  must  work  for  the  good  of  all  in  order  to  secure  his  own 
best  good.  They  give  play  to  individual  powers  of  leadership  and 
foresight,  encourage  disinterested  cooperation  and  establish  the 
individual's  relation  to  community  and  civic  problems. 

Clubs  for  the  avowed  purpose  of  encouraging  good  deportment 
and  good  conduct  in  social  relations  and  of  improving  manners 
and  bodily  carriage  are  successfully  maintained  in  some  schools. 
They  are  listed  as  Good  Habit  Societies,  Good  Manners  Clubs, 
Courtesy  Clubs,  etc.  They  tend  to  establish  habits  of  respect  and 
courtesy  toward  schoolmates  as  well  as  toward  elders.  Mending 
and  Gardening  Clubs  stimulate  habits  of  industry  and  also  aid  the 
school  welfare  spirit.  Anti-Cruelty  and  Audubon  or  Bird  Clubs, 
by  emphasizing  the  moral  beauty  of  humaneness,  react  upon  the 
character  of  the  individual  and  help  him  in  his  relation  with  his 
fellows. 

Story  telling  clubs  are  mentioned  by  some;  Glee  Clubs,  Orches- 
tra Clubs,  Dramatic,  Chess  and  Checker  Clubs,  Science  Clubs,  Ten- 
nis and  Basketball  Clubs,  Outing  and  Camera  Clubs.— the  list  tells 
its  own  story  of  the  wide-spread  recognition  of  the  value  of  such 
organized  activities.  School  periodicals,  representing  school  and 
community  interests,  are  indispensable  adjuncts  of  high  school  co- 
operative life.  They  afford  considerable  scope  for  the  exercise  of 
business  and  executive  ability. 

Entertainments  in  which  pupils  take  part,  either  independ- 
ently or  under  the  guidance  of  teachers,  are  in  some  form  or 
other  a  feature  of  the  activities  of  every  school.  The  more  defin- 
itely the  programs  of  these  entertainments  are  an  outgrowth  of 
the  regular  work  of  the  school,  the  more  perfectly  they  give  play 
to  the  spirit  of  cooperation  and  social  service,  the  more  valuable 
d©  they  become  as  agencies  for  social  training.     Pageants,  literary 


REPORT  OF  THE  SUPERINTENDENT.  oS 

and  musical  programs,  drills  and  "parties"  reach  their  highest 
olTiciency  when  they  embody  a  definite  educational  or  social  idea. 
Special  mention  should  be  made  of  the  work  now  being  done 
in  directing  the  social  activities  of  the  high  schools.  The  appoint- 
ment of  a  dean  of  girls  in  each  high  school  opened  the  way  for 
more  effective  organization,  closer  affiliation  with  the  academic 
departments,  a  more  appreciative  and  helpful  relation  between 
teachers  and  pupils.  At  an  age  when  the  social  impulses  are 
likely  to  sufYer  for  lack  of  guidance,  students  are  brought  into 
friendly  and  sympathetic  association  with  a  leader  who  under- 
stands them,  and  who  offers  the  stimulus  of  an  adequate  social 
ideal  and  opportunities  for  its  realization  in  wholesome  ways. 
Space  does  not  permit  us  to  give  any  detailed  account  of  this  work, 
but  it  will  well  repay  study,  not  only  for  the  results  already 
achieved  in  the  high  schools,  but  also  for  its  possible  bearing  upon 
similar  work  in  the  elementary  grades. 

III.     Co-operating  Agencies  in  Social  rt'ticiency. 

School  Alumni  Associations  have  proved  their  value  in  many 
schools  in  preserving  sympathetic  relationship  between  the  school 
and  its  graduates.  Other  organizations  which  aim  to  draw  school 
and  neighborhood  together  for  mutual  benefit  are  the  Mothers' 
Clubs,  Parent-Teachers'  Associations,  Little  Mothers'  Clubs,  Cook- 
ing Clubs,  Social  Centers,  etc.  Social  centers  are  valuable  to  all 
neighborhoods  and  should  be  established  more  generally.  The 
wonderful  success  of  the  twenty-five  centers  already  established 
is  proof  of  this  statement.  The  Projection  Club  carries  a  large 
majority  of  the  schools  on  its  membership  roll.  This  club  owns 
thousands  of  lantern  slides  which  are  used  extensively  by  the 
schools  holding  membership. 

Among  helpful  agencies  cooperating  with  the  schools  is  the 
Public  School  Art  Society  which  loans  pictures  to  schools  for 
stated  terms.  The  Academy  of  Science?  and  the  Harris  Science 
Loan  Association,  connected  with  the  Field  Museum,  furnish 
industrial  and  scientific  exhibits  to  schools  desiring  them. 

The  City  Health  Department  is  co-operating  with  the  schools 
through  doctors'  and  nurses'  visits,  also  through  the  dental  clinics 
now  being  established  in  a  few  centers.  These  co-operating 
agencies  are  recognizing  the  fact  that  the  growing  physical  or- 
ganism must  be  made  as  nearly  perfect  as  possible,  in  order  that 
it  may  meet  the  demands  of  an  increasingly  complex  social  life. 

The  report  of  this  committee  would  not  be  complete  without 
mention  of  the  very  important  use  that  the  development  of  loyally 
serves  in  education  for  social  efTlciency.    Loyalty  of  pupils  to  their 


56  PUBLIC     SCHOOLS. 

schools  is  as  natural  as  loyalty  to  the  home.  It  is  a  spirit  that, 
properly  fostered,  develops  with  the  years.  The  most  potent  influ- 
ence in  bringing  about  this  condition  is  the  power  of  example. 
The  loyalty  of  the  school  faculty  to  the  Superintendents;  of  teach- 
ers to  principal,  of  principal  to  teachers,  and  of  all  to  the  pupils; 
the  support  and  cooperation  of  parents,  all  contribute  to  the  result. 
One  of  the  first  things  to  be  recognized  by  pupils  is  that  the  school 
to  be  worthy  of  devotion  must  do  excellent  work,  and  be  in  every 
way  an  institution  to  be  proud  of.  Among  the  indirect  means  used 
in  securing  this  spirit  are:  Uniformly  just  and  courteous  treat- 
ment of  pupils  by  teachers,  appreciation  of  effort  with  full  credit 
for  accomplishment  in  the  performance  of  duty,  and  encourage- 
ment of  initiative  and  public  spirit  in  extra  services  for  the  school. 
More  direct  means  are:  The  definite  appeal  to  school  spirit,  in 
clubs  and  school  assemblies;  observance  of  patriotic  holidays; 
salutes  to  the  flag;  formal  talks  on  the  lessons  to  be  drawn  from 
history,  literature  and  current  events.  The  work  done  by  pupils 
in  Civic  Leagues  and  School  Welfare  Associations  helps  them  to 
understand  the  relation  between  loyalty  to  home  and  school  and 
loyalty  to  the  State  and  Nation. 

A  danger  to  be  guarded  against  is  that  of  mistaking  an  emo- 
tional loyalty,  which  is  purely  superficial,  for  a  loyalty  which  is 
character  building.  This  discriminaing  loyalty,  which  holds  indi- 
viduals and  communities  to  a  definite  ideal  and  which  oftentimev«» 
requires  the  subordination  of  self,  must  be  regarded  as  a  definite 
part  of  the  moral  training  for  which  the  school  is  responsible, 

IV.     Space  and  KcrnipiiUMii. 

The  attitude  of  the  school  authorities  toward  this  larger  social 
functioning  of  the  school  is  a  determining  condition  of  the  school's 
social  efficiency.  Equipment  or  conditions  merely  furthering  the 
school  as  an  end  in  itself  must  necessarily  fall  short  of  the  effi- 
ciency which  is  the  subject  of  our  survey. 

Among  significant  facts  for  Chicago  to  face  from  either  of 
these  standpoints  are : 

1.  Chicago  ranks  fourth  among  cities  of  the  world  in  popu- 
lation. 

2.  Chicago  ranks  second  to  Boston  among  fifty  largest 
American  cities  in  per  capita  appropriation  for  public  recrea- 
tional purposes. 

3.  Chicago  ranks  twenty-second  among  these  same  fifty 
cities  in  per  capita  appropriation  for  public  schools. 

This  means  that  to  put  Chicago  on  a  parity  with  Boston  for 
purchasing  public  recreational  facilities,  we  need  about  $1,100,000 


REPORT  OF  THE  SUPERINTENDENT.  57 

more  money  annually;  while  to  put  us  in  the  same  class  for  school 
support,  we  need  an  addition  of  something  over  $5,500,000  to  our 
present  budget,  with  twenty  cities  of  the  Union  now  ranking  nearer 
the  Boston  standard  than  Chicago  in  liberality  of  school  support. 

In  the  absence  of  a  due  consideration  of  these  data  the  sug- 
gestions for  improvement  in  condition  or  equipment  called  forth 
by  the  questionnaire  might  appear  excessive.  But  in  the  light 
of  Chicago's  status  among  American  cities  in  available  funds  for 
public  schools,  these  requests  should  be  considered  as  only  reason- 
able requirements. 

While  many  buildings  already  include  definite  provision  for 
social  activities  in  the  way  of  space  and  equipment,  the  survey 
shows  that  the  distribution  of  these  facilities  is  as  yet  very  uneven 
throughout  the  city.  Many  schools  feel  that  they  have  space  and 
equipment  enough,  but  that  such  activities  as  are  recommended 
for  social  training  require  a  special  director.  Others  indicate  that 
the  space  at  their  disposal  is  inadequate,  as  well  as  the  supervi- 
sion. Many  feel  that  there  are  too  many  pupils  to  a  teacher  for 
effective  work  along  this  line.  Certainly  the  problem  of  space  is 
more  easily  solved  than  that  of  supervision.  Teachers  for  such 
work  must  be  specially  trained.  Their  hours  of  service  must  be 
different  from  those  of  a  class  room  instructor:  that  is.  planned 
with  reference  to  the  needs  of  the  gymnasium  and  the  playground, 
and  of  neighborhood  co-operation. 

Among  specific  requests  from  the  high  schools  the  most  gen- 
eral are  for  larger  assembly  halls,  accommodating  the  entire 
school:  adequate  stage  space,  dressing  rooms,  etc.;  rooms  or  halls 
for-  partios  and  entertainments:  swimming  pools,  etc.;  tennis 
courts;  extension  of  privileges  in  regard  to  the  use  of  buildings 
and  grounds  after  school  hours;  instructors  for  dramatic  and 
athletic  clubs,  school  teams  and  school  orchestras;  and  a  fund  to 
meet  necessary  expenses  of  parties  and  other  purely  social  lu'ti- 
vities. 

Among  elementary  schools  the  need  most  universally  expressed 
is  for  playground  space  and  for  a  special  instructor  for  playground 
and  gymnasium  work.  Assembly  halls  and  gymnasiums  upon  the 
ground  floor  are  very  real  needs,  also  more  complete  apparatus 
for  games,  etc.  fJardon  plots,  out-door  gymnasiums,  rooms  for  in- 
dustrial work,  libraries,  store-rooms  nnd  closet  space,  adequate 
teachers'  lunch  and  rest  rooms,  are  among  the  specific  requests. 
Indications  are  that  many  schools  are  utilizing  to  the  full  the 
space  and  equipment  they  have,  especially  the  gymnasiums  and 
assembly  halN.  Tliey  feel  kf'cnly.  however,  tho  handicap  of  poor 
acoustics  and.  in  many  cases,  of  insanitary  and  heavy  surfaced  cork 


oS  PUBLIC     SCH(X)LS. 

carpets,  which  make  tlie  floor  unfit  for  dancing  and  other  forms 
of  gymnastic  exercise.  More  bathrooms  are  needed,  and,  most  of 
all,  adequate  hand  washing  and  towel  facilities  in  all  schools.  It 
cannot  but  be  considered  a  grave  mistake  from  the  standpoint 
of  social  training,  to  encourage  free  play  out  of  doors,  games  and 
gymnastics  indoors,  shop  work  and  handwork  of  all  kinds,  in- 
volving the  use  of  tools  and  plastic  material,  without  providing 
at  the  same  time  means  of  satisfactorily  cleansing  and  drying  the 
hands  before  taking  up  other  work. 

Without  a  definite  advance  in  the  amount  of  our  per  capita 
appropriation  for  public  education  we  are  likely  to  be  restricted 
in  our  social  work  for  some  time  to  come.  Without  a  wider  con- 
ception of  the  school  as  a  growing  social  and  socializing  force  it 
will  be  difticult  for  us  to  realize  our  ideals  in  any  adequate  way. 
And  yet  this  survey  of  the  work  already  being  done  with  marked 
success  in  so  many  neighborhoods  and  schools  augurs  well  for 
the  future,  and  its  continuance  should  be  urged  with  the  fullest 
encouragement  and  support  from  all  interested  in  the  development 
of  social  efticiency  in  the  Nation. 

Lucy  S.  Silke,  Chairman. 

Mary  Scoit  Axtell, 

Head  Asst.,  Fuller  School. 
Elizabeth  V.  Borthwick, 

Head  Asst.,  Irving  School. 
Florence  Curtis  Hanson, 

Teacher,  Plamondon  School. 
Henry  D.  Hatch, 

Prin.,  J.  N.  Thorp  School. 
G.  OvEDiA  Jacobs, 

Prin.,  .Montefiore  School. 
Mary  E.  Lynch. 

Head  Asst.,  Raymond  Schonl. 
Helen  C.  Maine, 

Prin..  Davis  School. 
Mary  E.  Vaughan, 

Prin.,  Audubon  School. 
Margaret  A.  Shirra. 

Head  Asst.,  Logan  School. 


REPORT  OF  THE  SUPERINTENDENT.  59 


MUSIC. 

The  Committee  on  Survey  ol"  Music  visited  sixty-five  ele- 
mentary schools,  twelve  high  schools,  the  iNormal  College,  and  two 
of  the  practice  schools.  The  character  of  the  work  in  aboiit 
three-fourths  of  these  schools  was  rated  as  Good  or  Excellent;  in 
about  one-fourth  Fair;  in  only  two  or  three  schools  was  the  work 
considered   Poor. 

The  reception  given  to  the  members  of  the  committee  was 
everywhere  the  most  cordial.  Every  effort  was  made  by  the  prin- 
cipals and  teachers  to  furnish  the  committee  all  possible  means 
for  observing  the  work.  The  quiet  and  inspiring  manner  of  the 
teachers  and  the  good  order  and  courtesy  of  the  pupils  were  a 
constant  source  of  delight.  The  singing  in  a  great  majority  of 
the  rooms  was  of  a  high  order.  The  children  were  obtaining  an 
emotional  education  of  great  value.  The  power  of  music  to  unite 
the  varying  elements  in  the  schools  in  a  common  purpose,  to 
arouse  the  emotions,  and  to  inspire  to  greater  effort,  makes  the 
chorus  singing  one  of  the  most  pow^erful  means  of  Americanizing 
the  various  nationalities,  and  of  making  all  the  children  citizens 
of  a  greater  republic. 

It  is  a  rare  exception,  however,  to  find  all  the  children  in  a 
room  singing  in  tune.  The  unregulated,  off-pitch  droning  of  those 
who  are  called  ''mon tones,"  of  those  who  try  to  carry  a  part  with- 
out being  able  to  keep  on  it,  and  those  who  cannot  control  their 
voices — mostly  the  boys  approaching  the  period  of  change — give 
to  singing  in  many  of  the  rooms  a  confused  and  untasteful  effect. 
It  may  be  that  those  of  the  young  singers  who  feel  and  execute 
their  music  aright — and  these  are  the  great  majority  of  them — are 
not  sufficiently  disturbed  by  discords  about  them  to  lose  the  pleas- 
ure of  their  singing  and  the  inspiration  of  their  music.  Still,  it  does 
not  absolve  us  from  the  duty  of  correcting  this  error,  if  possible. 

Many  tliink  that  it  is  necessary  to  permit  unmusical  voices 
to  sing  with  the  others,  in  order  that  by  imitation  the  musical 
defects  may  be  cured.  If  this  is  so,  such  singing  should  be  lim- 
ited to  the  exercises  for  drill  and  to  the  earliest  stages  of  learn- 
ing songs.  When  songs  that  have  been  fairly  well  learned  are 
being  sung  for  their  value  as  music,  voices  which  cannot  carry 
the  tune  correctly  should  be  permitted  to  remain  silent. 

The  quality  of  tone  has  been  improved  to  a  remarkable 
(Ipfi^ree  in  tho  Inst   few  years.    The  voices  are  uniformly  soft  and 


60  PUBLIC    SCHOOLS. 

quiet.  Harsh,  strident  tones  are  the  rare  exception.  The  only 
criticism  that  could  be  made  is  this :  In  many  classes  the  effort 
to  obtain  a  soft  voice  has  resulted  in  developing  a  breathy  tone, 
which  is  lacking  in  vitality  and  carrying  power.  Vocalizing  with 
full,  round,  open  vowel  tone  the  songs  being  studied,  might  remedy 
this  defect  without  danger  of  producing  the  worse  one,  which 
has  been  so  largely  overcome. 

The  distinctness  with  which  the  words  in  songs  are  pro- 
nounced is  gratifying.  In  most  cases  the  enunciation  is  pleasing. 
In  a  few  instances  the  effort  for  distinctness  is  manifested  in  an  ex- 
aggerated action  of  the  muscles  used  in  articulation,  thus  leading 
to  disagreeable  facial  expressions.  Such  faults  as  pronouncing 
Illunois  for  Illinois  and  the  habit  of  leaving  out  the  vowel  in 
the  terminations  er,  or,  ar,  ur,  ir,  making  a  sharp,  hard  sound  of 
r  suffice  for  both  letters,  might  well  receive  further  attention. 

The  plan  of  the  Course  of  Study  and  the  Music  Department 
in  the  matter  of  reading  is  admirable.  In  the  first  three  grades 
songs  are  taught  by  rote.  In  the  second  grade  the  syllable  names 
of  simple  songs  are  sung  by  the  pupils  after  the  melody  has  been 
learned.  In  the  third  grade  the  pupils  learn  to  follow  the  tone 
track  on  the  staff.  In  the  later  grades  the  successive  stages  of 
note  reading  are  skillfully  presented.  The  skill  obtained  in  note 
reading  is  not  in  proportion  to  the  excellence  of  the  program. 
The  reason  given  for  this  failure  is  that  the  time  available  for 
instruction  is  very  short.  Perhaps  more  important  I'easons  are 
that  the  recitations  in  note  reading  are  chiefly  in  concert,  and 
the  work  of  a  pupil  in  music  does  not  affect  his  general  standing. 
Concert  recitation  is  recognized  by  all  teachers  as  ineffective  and 
wasteful  of  time  in  all  other  subjects,  it  should  be  so  regarded 
in  teaching  the  problems  of  music.  It  is  not  desirable  that  the 
promotion  of  a  pupil  should  in  any  way  depend  upon  his  work 
in  music,  but  it  might  be  possible  to  prepare  a  series  of  steps  or 
standards,  upon  the  basis  of  which  the  musical  ability  of  a  pupil 
could  be  rated.  This  would  give  the  student  a  strong  motive  for 
doing  the  work,  and  would  put  upon  the  teacher  the  responsibility 
of  knowing  what  each  pupil  had  accomplished.  In  most  classes 
the  teacher  works  skillfully  towards  obtaining  a  pleasing  effect 
by  the  class.  The  accomplishments  of  individual  pupils  do  not 
receive  sufficient  consideration. 

One  of  the  most  serious  problems  and  one  which  gives  the 
teachers  their  most  helpless  feeling,  is  in  connection  with  the 
boys'  voices  at  the  period  of  change.  In  the  elementary  schools 
the  change  has  rarely  gone  far  enough  to  give  the  boy  any  flexi- 
bility in  the  control  of  his  lower  voice  or  any  considerable  com- 


REPORT  OF  THE  SUPERINTENDENT.  61 

pass  with  it.  This  fact,  togetlier  with  his  unfamiliarity  with  tho 
peculiar  progression  of  bass  parts,  essentially  diCferent  in  char- 
acter from  the  alto  or  soprano  parts,  to  which  he  has  been  accus- 
tomed, make  frequent  failure  of  his  attempts  to  sing  the  bass 
parts  in  the  music  assigned  to  him.  Some  of  these  boys  sing  the 
alto  part  an  octave  lower  than  it  is  written.  This  has  an  unmus- 
ical effect,  even  when  correct  in  intonation. 

Recommendation — It  is  recommended  that  in  the  training  of 
these  voices  the  plan  outlined  in  the  introduction  of  the  Laurel 
Music  Reader  be  followed.  A  man's  "falsetto"  voice,  often  referred 
to  as  head  voice,  has  about  the  compass  of  the  child  voice.  Tho 
boy  who  is  gradually  acquiring  the  man's  voice  need  not  relinquish 
the  upper  register,  but  may  be  accustomed  to  using  both  the  upper 
and  the  lower  registers,  and  to  making  the  changes  from  one  to 
the  other  readily  and  smoothly.  Until  the  voice  is  fully  settled 
the  use  of  the  two  registers  together  should  be  limited  to  practice 
exereises,  songs  should  be  sung  in  one  register  at  a  time,  some 
songs  in  the  chest  register  and  some  in  the  falsetto. 

In  the  primary  grades  the  voices  do  not  show  register  changes, 
and  should  not  be  carried  higher  than  (say)  E  or  F.  At  about  the 
fifth  or  sixth  grade  the  children  begin  to  manifest  a  change  in 
the  vocal  cords  that  makes  it  possible  for  all  normal  voices  to 
produce  the  higher  range  of  tones  easily.  The  children  in  most 
of  the  rooms  of  these  grades  when  tested  became  self-conscious 
when  asked  to  sing  as  high  as  A  flat.  There  should  be  a  register 
change  at  about  D  or  E.  If  pupils  of  the  grammar  grades  are 
accustomed  to  vocalize  above  these  pitches  and  become  familiar 
with  the  register  changes,  they  are  more  likely  to  sing  with  free 
throat  than  though  the  upper  limit  is  put  at  F  or  F  sharp,  to 
which  pitch  they  can  force  the  voice  without  change.  This  sort 
of  exercise  with  the  voices  of  boys  in  the  fifth  and  sixth  grades 
will  prepare  them  to  make  the  more  pronounced  shift  from  the 
man's  chest  register  to  the  "falsetto"  or  head  tones  referred  to 
above. 

It  is  of  the  greatest  importance  that  the  children  be  taught  to 
sing  with  the  mouth  and  throat  free  and  open.  A  large  number 
of  children,  boys  in  particular,  sing  with  throat  constricted  and 
rigid,  and  mouth  almost  closed.  The  habit  of  singing  in  this  way 
makes  good  voice  building  an  impossibility.  Careful  guidance  in 
this  direction  during  the  years  of  school  life  will  avoid  painful 
consequences  in  the  way  of  voice  defects  during  later  years.  In- 
struction to  open  the  mouth  is  seldom  sufiicient.  The  effort  to 
open  the  mouth  widely  is  likely  to  cause  the  tongue  to  draw  back 


62  PUBLIC     SCHOOLS. 

in  the  mouth,  tlius  making  tlie  tone  thin  and  hard.  The  more 
important  point  is  to  establish  the  idea  of  a  full  round  tone.  It 
is  recommended  that  in  the  sixth  grade  and  upward  the  full  sound 
of  0  be  employed  to  a  greater  extent  than  at  present.  This  O 
should  be  exact  in  sound  and  formed  with  the  mouth  as  widely 
open  as  for  ah,  say,  the  width  of  two  fingers,  with  the  tip  of  the 
tongue  kept  in  place  against  the  front  lower  teeth.  If  E  is  used 
in  vocalizing  and  carried  to  high  pitches,  pupils  should  not  be 
allowed  to  continue  its  thin,  exact  sound,  but  should  be  taught 
how  to  modify  it  on  the  high  notes. 

In  every  group  of  pupils  there  are  a  few  who  cannot  readily 
carry  a  tune.  This  defect  is  by  many  classed  as  of  the  same  order 
as  color  blindness.  It  should,  however,  be  ranked  with  such  traits 
as  backwardness  in  arithmetic  or  reading.  Pupils  who  are  back- 
ward in  singing  should  receive  the  same  discriminating  attention 
that  is  given  to  pupils  who  aro  slow  in  other  subjects.  The  testi- 
mony of  many  teachers  and  principals  is  to  the  etfect  that  with 
skillful  treament  all,  or  practically  all  children  can  bo  taught  to 
carry  simple  tunes.  This  would  seom  to  call  for  much  more  care- 
ful instruction  of  such  chiidrpn  than  is  now  givon  in  many  of  the 
schools. 

High  Schools— Until  quite  recently  the  work  in  music  in 
the  High  Schools  has  consisted  almost  entirely  of  the  singing  of 
songs  learned  chiefly  by  rote.  An  important  advance  has  been 
made  by  the  recent  adoption  of  a  Course  of  Study  which  calls  for 
a  technical  knowledge  of  music.  Teachers  realize  that  the  mas- 
tery of  this  knowledge  can  be  brought  about  only  by  individual 
recitations,  and  an  earnest  effort  is  being  madp  in  this  direction. 
It  is  too  soon  to  estimate  the  value  of  the  results.  Apparently  the 
work  is  too  elaborate.  Pupils  are  taught  to  define  in  technical 
terms  things  which  few  of  them  can  readily  exemplify.  To  con- 
ceive clearly  of  the  effects  of  different  kinds  of  chords  in  their 
various  positions,  and  to  sing  those  at  sight,  is  of  vastly  more 
importance  than  to  know  their  names.  In  the  high  schools  and 
also  in  many  classes  in  the  elementary  schools,  the  piano  is  too 
much  depended  upon  in  teaching  the  songs.  This  practice  results 
in  covering  up  defects  which  otherwise  would  be  detected  and 
cured. 

The  work  with  orchestras,  glee  clubs  and  choruses  forms  an 
important  feature  of  the  music  in  the  High  Schools.  Much  of 
this  work  is  voluntary  on  the  part  of  pupils  and  teachers.  Some 
of  the  most  efficient  organizations  are  conducted  by  persons  other 
than  the  music  teachers.    The  following  are  reported  • 


REPORT  OF  THE  SUPERINTENDENT.  63 

r>ed  by  Led  by 

I/€d  by  Teachera                                           Musician 

Music  not  Music     Ived  by          I^ed  by         from 

Teachers  Teachers      Pupils      Principal     out  side 

Boys"   Glee   Club 7 

Girls'   Glee  Club    7  1                  1 

Chorus       5  1 

Orchestra    8  4                 2                 1                 1 

Music    Appreciation   Club    .  1                                       1 

Brass    Band    1 

Choral    Society    1 

Nearly  every  high  school  has  given  during  the  year  one  or 
more  creditable  entertainments.  The  programs  have  consisted  of 
operas,  among  others  "Martha"  and  "Pinafore",  cantatas,  as  "Hia- 
watha's Wedding  Feast",  and  other  fine  selections  from  standard 
composers. 

The  singing  of  the  various  organizations  of  the  high  schools 
is  remarkable  and  worthy  of  the  highest  praise,  except  in  those 
cases  where  a  few  girls  are  allowed  in  the  choruses  to  sing  alto 
loudly  enough  to  balance  a  much  larger  number  on  the  other 
parts.  Alto  notes  lie  very  largely  in  the  part  of  the  woman's 
voice  that  is  naturally  the  weakest.  There  are  few  genuine  alto 
(contralto)  voices  which  correctly  produce  strong  middle  notes. 
<x)nsequently,  voices  of  a  lighter  character  are  used  for  this  part; 
and  in  order  to  sing  with  power,  the  young  voices  can  hardly  avoid 
forcing  the  chest  register  up  into  the  middle  range,  a  fault  which, 
to  the  experienced  voice  trainer,  is  about  the  most  deplorable  of 
the  whole  category.  Tenor  voices,  too,  are  scarce;  and  some  who 
attempt  this  part  are  likely  to  do  violence  to  their  throats.  The 
question  is,  shall  we  risk  sacrificing  a  few^  voices  in  order  to  get 
the  brilliant,  striking  effects  aimed  at  in  chorus  singing? 

Many  of  the  leading  members  of  the  glee  clubs  and  choruses 
are  pupils  who  are  doing  exacting  work  in  music  with  private 
teachers  or  in  music  schools.  It  seems  reasonable  that  work  done 
in  this  way  should  be  given  credit  if  the  administrative  difficulties 
involved  could  be  overcome. 

Normal  College — The  aim  of  the  Normal  College  is.  (a'  to 
give  the  students  a  thorough  knowledge  of  the  fundamentals  of 
music,  knowledge  of  and  experience  with  materials  used  in  the 
eight  grades  of  the  elementary  schools,  and  to  acquaint  the  stu- 
dents with  the  sound  and  effect  of  their  own  singing  voices;  (b) 
to  instruct  students  what  to  teach  and  how,  and  what  should  be 
the  reactii^ns  of  the  children.  This  second  part  of  the  course 
includes  a  study  of  the  range,  possibilities  and  training  of  the 
rhild  voice,  from  the  kindergarten  through  eight  grades;  the  treat- 


64  PUBLIC     SCHOOLS. 

merit  of  the  unmusical  child,  the  changing  voice  and  the  changed 
voice.  It  includes  further  a  study  of  the  right  kind  of  song  ma- 
terial for  children  of  various  ages,  and  a  consideration  of  what 
children  might  reasonably  be  expected  to  accomplish  musically  in 
the  various  grades,  setting  thus  certain  normal  standards  of  ex- 
cellence and  power  to  be  obtained.  The  above  two  courses  are  re- 
quired of  all  students  except  those  strictly  unmusical.  There  is 
an  elective  course  designed  for  those  who  are  musically  equipped. 
It  includes  an  intensive  study  of  the  higher  music  forms,  individual 
voioe  training,  song  interpretation,  the  acquisition  of  a  musical 
repertoire.  Students  in  their  practice  work  conduct  classes  in 
music  as  in  all  other  subjects.  The  students  observed  were  well 
equipped  in  musical  technique  and  piesented  the  problems  of  music 
skillfully.  They  seemed,  however,  to  give  too  little  consideration 
to  the  reactions  of  the  children  and  were  contpnt  to  accept  listless 
and  inaccurate  responses  from  tlip  classes. 

Music  in  Geneiul — The  Course  of  Study  in  Music  in  the  ele- 
mentary schools,  the  drills  and  exercises  in  voice  training,  in  ear 
training,  and  in  note  reading  provided,  and  tiie  detailed  directions 
for  teaching  prepared  by  the  Music  Department  are  admirable. 
There  is  need  of  additional  exercises  to  meet  the  difllculties  of 
new  songs  and  to  give  further  aid  to  part  singing.  When  a  new 
song  is  to  be  studied  there  is  need  of  exercises  specially  planned 
to  meet  the  problems  of  time  and  interval  in  that  song.  The  class- 
room teacher  usually  has  not  the  skill  to  formulate  these  exercises. 
They  need  to  be  provided  for  her.  The  dilTiculties  of  part  singing 
are  so  great  that  it  would  seem  wise  to  limit  it  to  quite  simple 
selections.  There  is  great  need  for  exercises  to  teach  the  special 
form  of  progression  of  the  bass  parts  to  boys  who  are  just  begin- 
ning to  use  the  man's  voice.  The  entire  held  of  music  has  b^on 
searched  to  find  material  to  fill  and  to  supplement  the  text-books. 
It  is  questioned  whether  the  list  offered  is  not  too  long;  whether 
teachers  should  not  be  given  a  more  careful  guidance  in  the  selec- 
tion of  songs.  Instruction  in  the  technical  phases  of  music  is  of 
great  value  and  should  receive  careful  attention,  but  of  much 
greater  importance  is  the  cultivation  of  the  taste  for  good  music 
and  an  acquaintance  with  the  best  in  the  literature  of  music. 

It  is  recommended  that  the  work  in  singing  be  so  conducted 
that  the  pupils  will  become  familiar  with  the  best  songs  extant 
which  are  suitable  to  the  range  of  their  voices  and  their  ability 
to  execute.  They  should  know  these  songs  so  well  as  to  thoroughly 
enjoy  the  pleasure  of  singing  them.  The  list  might  well  include 
all  of  our  national  and  patriotic  songs,  a  wide  range  of  folk  songs, 


REPORT  OF  THE  SUPERINTENDEN  i .  65 

and  a  carefully  selected  list  of  otlier  songs  ciiosen  for  their  poetic 
and  musical  excellence. 

The  minor  mode,  so  important  an  element  in  the  higher  class 
of  music,  is  scantily  provided  for  in  the  books  now  in  use.  We 
have  observed  some  uncertainty  in  the  singing  of  the  few  minor 
songs  that  are  used,  which  indicates  a  lack  of  familiarity  with  that 
mode;  and  for  the  sake  of  these  songs  as  well  as  for  its  cultural 
value  we  recommend  that  more  attention  be  given  this  element. 

For  systematic  development  of  the  technical  work,  the  Lyric 
Music  Books  are  carefully  constructed.  The  musical  quality  of  the 
songs  is  not  as  high  as  is  desirable.  The  supplementary  song 
material  provided  by  the  Music  Department  is  valuable.  Its  value 
is  greatly  lessened  by  the  form  in  whicli  it  is  presented.  It  is 
recommended  that  when  a  song  or  set  of  exercises  is  to  be  sent 
out,  it  be  printed  and  furnished  in  sets  of  50,  so  that  one  copy 
may  be  put  into  the  hands  of  each  child  of  a  division.  Otherwise 
the  song  must  be  taught  by  rote,  or  must  be  written  on  the  black- 
board. Writing  the  music  of  songs  on  the  blackboard  is  w^asteful 
of  the  teacher's  time,  and  singing  from  music  so  written  is  unsatis- 
factory. Best  of  all  would  be  a  book  containing  all  the  songs,  exer- 
cises and  drills.  When  the  subject  matter  of  a  study  is  put  in 
convenient  shape,  it  will  be  used.  So  long  as  the  best  of  it  is 
scattered  through  many  books,  booklets,  leaflets  and  mimeographed 
sheets,  it  will  not  be  used  advantageously. 

The  assembly  songs  serve  an  admirable  purpose.  In  about 
two-thirds  of  the  schools  visited,  they  were  carefully  studied. 
There  are  still  many  variations  in  the  time.  Many  teachers  think 
that  the  number  of  songs  sent  out  each  year  should  be  reduced. 

The  high  general  average  of  the  work  has  already  been  noted. 
There  is,  however,  in  the  schools  a  wide  and  inexcusable  range  of 
excellence  in  musical  attainment.  There  is  no  satisfactory  reason 
why  there  should  be  the  divergence  in  results  indicated  by  the 
following  reports,  which  concern  two  schools  having  practically 
equal  advantages. 

School  A:  Voices — excellent;  musicianship — excellent;  nota- 
tion— excellent;  tones  kept  sweet  and  natural  throughout  grades; 
excellent  leadership  and  good  development  of  rhythm;  reading  by 
individuals,  groups,  and  classes  showed  progress  from  grade  to 
grade;  excellent  spirit  and  love  of  music  shown;  monofones  prac- 
tically eliminated. 

School  B:  Voices — fair;  musicianship — fair;  notation — poor; 
many  teachers  had  musical  ability;  singing — ineffective;  many 
monotones:  no  attempt  to  secure  better  tones:  no  agreement  as 


66  ruBLic   SCHOOLS, 

to  correct  pitch;  piano  used  too  much;  teachers  could  not  conduct 
effectively  while  playing  accompaniment;  assembly  singing  ragged. 

It  is  highly  desirable  that  the  work  of  all  schools  be  made 
equal  to  that  of  the  best.  To  attain  this  end,  it  may  be  necessary 
to  provide  a  greater  amount  of  expert  assistance  from  special 
teachers.  It  is  essential  that  certain  principals  and  teachers  ac- 
quire higher  musical  standards.  This  may  be  brought  about  in 
various  ways,  one  of  the  most  important  of  which  is  the  visiting 
of  schools  and  classes  where  the  work  is  of  a  high  order.  The 
phonograph  is  in  use  in  many  schools  and  furnishes  an  excellent 
opportunity  for  developing  standards.  Excellent  work  is  found 
in  schools  where  the  music  is  taught  departmentally  and  also  where 
it  is  not  so  handled.  In  cases  where  the  latter  situation  exists,  the 
principal  usually  has  particular  skill  in  guiding  the  work.  Ordi- 
narily, it  would  certainly  be  more  economical  to  place  the  instruc- 
tion in  music  in  the  hands  of  those  who  can  do  it  most  easily. 

The  teaching  of  music  in  the  public  schools  is  given  not  only 
to  those  who  are  gifted  in  this  art,  but  to  all  children.  The  work 
is  done  not  by  trained  musicians,  but  by  teachers  of  general  cul- 
ture. Judged  from  these  two  points  of  view,  the  work  in  the 
Chicago  public  schools  is  of  a  high  order. 

Charles  D.  T.o\vf\^  .  Chairman. 

P'REDERiG  W.  Root, 
Charles  S.  Bartholf, 

Principal,  Goethe  School. 

FeLICITAS    J.    BiNNA, 

Teacher,  Schley  School. 
Florence  U.   Colt. 

Principal.  Libby  School. 
Abigail   C.   Ellings, 

Principal,  Greeley  School. 
LuELLA  Hastings. 

Teacher.  Ai'mstrong  School. 
Florence  Holbrook, 

Principal,  Forestville  School. 
Thomas  C.  Johnson, 

Principal,  Haugan  School. 
Nettie  L.  Jones. 

Teacher,    Crane   Tech.    High 

School. 
Charlotte  L.  Mitchell. 

Teacher,    Wicker    Park 

School. 
Frederick  M.  Sisson, 

Principal,    Doolittle    School. 


REPORT  OF  THE  SUPERINTENDENT.  67 


tkaim\(m  of  teachers. 

The  Training  of  Teaciiers  for  the  Ciiicago  public  schools  is 
divided  into  three  parts:  (1;  The  Chicago  Normal  College,  (2} 
Three  Practice  Schools,  and  (3)  A  period  of  four  months'  cadet- 
ship  in  the  elementary  schools  of  the  city. 

In  organization,  the  Chicago  Normal  School  is  comprised  of 
the  following: — (1)  Chicago  Normal  College  and  three  Practice 
Schools;  (2)  Normal  College  Extension;  (3;  The  Library;  (4,i 
The  Press.  The  Practice  Schools  are  representative  of  a  fairly 
wide  range  of  school  conditions.  One — the  Haines  Practice  School 
— is  located  in  an  industrial  section  of  the  city;  the  other  two 
— the  Parker  Practice  which  adjoins  the  College  and  the  Carter 
Practice — teach  children  from  fairly  representative  American 
homes. 

Four  undergraduate  courses  are  scheduled  and  conducted  for 
training  teachers  in  the  Normal  College :  The  Elementary  Train- 
ing Course;  the  Kindergarten  Training  Course;  the  Industrial  Arts' 
Training  Course;  and  the  Household  Arts'  Training  Course.  These 
courses  are  outlined  to  extend  over  a  period  of  two  years'  train- 
ing, making  it  necessary  for  graduates  to  satisfactorily  complete 
1720  hours  of  work,  and  to  give  approved  evidence  in  their  prac- 
tice and  cadet  duties  of  ability  to  teach  children.  In  addition,  two 
graduate  courses  are  given, — one  for  the  Oral  Instruction  of  the 
Deaf,  and  another  for  the  Instruction  of  Crippled  Children. 

The  courses  prescribed  by  the  Normal  College  are  presented 
l)y  seventeen  departments  as  follows:  Educatianal  Organization, 
Education,  Psychology,  English,  Oral  Expression,  German,  History, 
Mathematics,  Science,  Physical  Education,  Art,  Industrial  Art, 
Music,  Kindergarten,  Oral  Instruction  for  Deaf,  and  Household 
Arts  and  Science. 

The  practice  teaching  is  required  for  the  last  semester  of  the 
second  year  of  all  courses  two  hours  daily,  twenty  consecutive 
weeks,  ten  consecutive  weeks  with  one  group  of  children  and  ten 
with  another  in  a  lower  or  higher  grade;  the  two  hours  daily  to 
be  devoted  by  the  student  to  teaching  continuously  the  same  sub- 
ject and  to  observe  the  training  teacher  instruct  the  same  group 
in  one  or  more  subjects.  The  practice  work  is  assigned  by  the 
faculty  of  the  Normal  School.  Before  entering  upon  it  the  prac- 
ticing student  submits  to  the  head  of  the  department  in  which 
her  assignment  falls  a  plan  for  the  ten  weeks  work.  She  is  directed 


68  PUBLIC    SCHOOLS. 

and  guided  by  the  critic  teacher  and  by  a  member  of  the  faculty. 
Therefore,  the  point  of  convergence  of  all  the  students'  training 
is  represented  by  this  actual  practice  in  teaching  children  and  it 
will  be  seen  that  the  critic  teachers  of  the  Practice  Schools  play 
no  small  part  in  giving  point  and  efficacy  to  the  whole  course 
of  training.  The  intermediary  channels  through  which  the  influ- 
ence of  the  Normal  College  training  Hows  are  the  courses  in  Spe- 
cial Methods  given  by  the  several  departments,  affording  a  direct 
opportunity  to  unite  the  theory  and  practice  of  the  Normal  School 
with  an  interpretation  of  the  subject-matter  which  the  amateur 
teacher  must  handle  in  the  future. 

The  undergraduate  student-body  is  selected  by  examination 
prescribed  and  conducted  by  the  Board  of  Education  with  the 
exceptions  hereafter  noted.  For  admission  to  the  final  examina- 
tion, a  candidate  must  be  at  least  16  years  of  age  and  file  an  official 
statement  that  he  is  a  graduate  of  an  accredited  Normal  School, 
or  a  regularly  matriculated  student  of  at  least  one  year's  standing 
in  such  institution;  or  a  graduate  of  a  public  high  school  in  Chi- 
cago; or  a  school  of  equal  grade.  Institutions  other  than  the  public 
high  schools  of  Chicago  are  to  be  accredited  as  of  equal  grade  with 
them  upon  presentation  of  an  official  statement  showing  a  course 
of  study  and  an  administration  of  said  course  equivalent  to  that 
adopted  by  the  Board  of  Education  for  the  Norfnal  College  Pre- 
paratory Course. 

Former  teachers  in  the  public  schools  of  Chicago,  gradual o<; 
of  accredited  colleges  and  universities,  and  such  Cook  County  high 
school  graduates  as  are  recommended  by  the  County  Superinten- 
dent of  Schools  are  exempt  from  the  academic  examination, 
although,  in  common  with  all  other  entrants,  they  are  required 
to  pass  a  physical  examination.  Students  admitted  to  graduate 
courses  must  either  have  completed  the  undergraduate  course  in 
the  school  itself  or  must  be  teachers  in  the  public  schools  of 
Chicago  whose  efTiciency  records  are  good,  excellent,  or  superior. 
Advanced  standing  of  one  year  is  accredited  to  former  teachers  in 
the  public  schools  of  Chicago  and  to  others  certified  as  complet- 
ing a  tw^o  years'  course  in  an  accredited  normal  school,  college, 
or  university.  It  will  thus  be  seen  that  there  are  large  possibili- 
ties for  variety  of  interests  and  for  inequalities  of  preparation  of 
the  entrants,  all  of  which  raises  a  group  of  problems  that  insist- 
ently obtrude  themselves  upon  the  attention  of  their  instructors. 
As  a  matter  of  fact,  a  determination  of  the  sources  providing  the 
graduates  for  nine  successive  years  show-s  the  following  distribu- 
tion: 


REPORT  OF  THE  SUPERINTENDENT.  69 

Public  High  P^ochial    Former  University  County  High 

Year                           Schools  Schools    'I'eachers  Graduates      Schools  Total 

1905     50                   33                   3                                           7  03 

1906     83                   48                12                     7                     6  166 

1907  134  47  3  2  47  238 

1908  127  77  2  13  9  228 

1909  147  80  4  21  3  255 

1910 144  96  4  13  10  267 

1911  198  107  7  13  S  333 

1912  139  87  4  13  5  248 

1913  145  100  2  22  10  279 

Totals    1167  675  41  104  10.5  2092 

Per  Cent  9  years.  . .      56  32  2  5  5 

Had  your  committee  sufficient  time  at  its  disposal  the  plan 
would  have  been  carried  out  of  finding  to  what  degree  graduates 
of  these  respective  preparatory  institutions  were  fairly  repre- 
sentative of  their  class-mates,  or  the  school  as  a  whole,  in  schol- 
arship and  in  promising  personal  characteristics  for  the  profes- 
sion. The  only  data  ready  to  hand  at  the  present  came  from  the 
principals  of  the  public  high  schools  from  which  those  entrants 
graduated,  giving  an  expression  of  their  own  estimate  and  of  the 
faculties  of  the  schools,  as  to  whether  those  who  elected  to  enter 
the  Chicago  Normal  were  superior,  equal  to,  or  below  the  average 
of  their  class  in  the  following  respects: — (1)  Scholarship,  (2/ 
Ability  to  lead  or  play  a  co-operating  part  in  high  school  activi- 
ties, (3)  Social  standing  in  student-body  as  rated  by  school-mates, 
(4)  Personality  and  personal  appearance. 

The  reports  of  15  schools  are  recorded  and  in  these  the  fol- 
lowing is  indicated:  With  respect  to  scholarship,  seven  of  the 
number  believe  that  the  entrants  are  below  the  average;  eight 
report  that  they  are  equal  to  the  average,  and  of  this  latter  num- 
ber three  of  the  schools  assert  that  a  small  proportion — about  one- 
third — are  superior,  while  the  remaining  two-thirds  reduce  the 
group  to  about  the  average  ranking.  In  power  as  expressed  in 
ability  to  lead  or  play  a  co-operating  part  in  high  school  activities, 
four  schools  assert  that  their  graduates  choosing  this  means  of 
entering  the  profession  of  teaching  are  below  the  average;  nine 
schools  state  that  they  are  equal  to  the  average,  while  again  two 
schools  each  have  a  small  body  included  in  this  grouping  that  are 
superior  in  the  characteristic  noted.  In  social  ranking  by  their 
school-mates,  five  schools  report  the  entrants  below  average;  ten 
schools  assert  that  they  are  equal  to  the  average  and  again  in 
three  schools  are  to  be  found  a  small  proportion  that  rank  with 
the  best.  In  regard  to  the  elusive  characteristics  of  personality 
and  personal  appearance,  six  schools  declare  that  normal  entrants 


70  PUBLIC    SCHOOLS. 

are  below,  while  nine  maintain  that  they  are  equal  or  superior  to 
the  average  of  their  mates. 

Of  course,  such  a  rating  depends  throughout  on  the  character 
of  the  community  in  which  the  different  schools  are  located,  and 
for  this  reason  no  attempt  was  made  to  compare  the  clientele. 

Passing  on  from  this  survey  of  the  process  of  admission  and 
the  consequent  quality  of  the  original  material  furnished  to  the 
institution,  we  endeavored  first,  to  get  some  indices  of  the  efliciency 
and  workings  by  observation  of  the  institution  in  action,  and  sec- 
ondly to  secure  some  records  indicative  of  the  success  of  the  stu- 
dents working  under  the  actual  conditions  for  which  they  had 
been  prepared.  Further,  it  was  thought  desirable  to  collect  any 
other  data  that  might  assist  us  in  evaluating  the  efficiency  of 
the  institution  in  terms  of  its  products,  as  well  as  to  call  attention 
to  any  factors,  other  than  the  quality  of  the  student-body  referred 
to,  that  might  intercept  the  transmission  of  its  best  influences  in 
the  elementary  schools. 

For  the  purposes  of  visiting  the  institution  to  observe  what 
and  how  these  students  were  taught  as  well  as  to  note  how  this 
training  was  carried  out  in  practice,  the  committee  was  divided 
info  ten  sub-committees  to  review  and  report  on  a  single  depart- 
ment, or  a  group  of  more  or  less  allied  departments.  Because 
of  the  diversity  of  organization  and  procedure  of  work  necessarily 
obtaining  in  departments,  as  well  as  to  insure  against  the  employ- 
ment of  merely  general  descriptive  terms,  it  was  deemed  advisable 
to  report  the  results  in  separate  form  though  roughly  conforming 
to  the  points  for  notation  agreed  upon  in  advance. 

Educational  Organization,  Education,  Psychology. 

Your  committee  visited  several  of  the  college  class  exercises 
of  these  departments.  According  to  evidences  in  the  class  room,  the 
question  somewhat  naturally  arises  as  to  the  wisdom  and  advisa- 
bility of  requiring  the  distinctly  technical  information  in  the  foun- 
dation course  so  early  in  the  training  career  of  such  immature 
minds.  The  attitude  of  students  in  a  fourth  semester  class  in 
general  Psychology  which  was  visited  was  more  hopeful.  All 
members  of  the  class  were  alert  and  thoughtful  throughout  the 
hour.  The  questions  and  suggestions  were  closely  related  to  the 
students'  experience  and  pointedly  directed  toward  her  future.  In 
the  class  exercises  in  Education,  it  was  evident  that  the  students 
were  thinking  closely  upon  their  experiences  and  looking  intentiv 
into  the  future  when  they  would  be  actively  engaged  in  the  work 
of  the  school  room.  Further,  in  another  class  exercise  dealing 
with  modern  extensions  of  the  traditional  work  of  the  school,  it 


REPORT  OF  THE  SUPERINTENDENT.  71 

was  evident  that  the  professional  view-point  of  the  teacher  as 
educator  was  being  developed. 

For  the  first  year  in  the  Normal  School,  820  hours  of  work 
are  offered.  Of  these,  120  hours  are  devoted  to  psychology  and 
ethics,  designed  to  give  the  students  insight  into  the  attitudes  and 
mental  movements  of  children  sufficient  to  furnish  criteria  for 
selecting  and  organizing  subject-matter  for  presentation  to  pupils 
in  the  different  grades  of  the  school.  The  remainder  of  the  time, 
700  hours,  is  given  to  a  study  or  review  from  the  teacher's  stand- 
point of  subjects  ordinarily  taught  in  the  elementary  schools: — 
English,  Geography,  Mathematics,  Science,  the  Arts,  Oral  Ex- 
pression, Music,  and  Physical  Education. 

The  theory  of  the  course  is  that  the  psychological  side  will 
find  its  expression  in  the  reorganization  for  teaching  purposes  of 
the  subject-matter  of  the  academic  studies.  In  practice  this  reor- 
ganization may  or  may  not  take  place.  Young  teachers  teach 
largely  according  to  habit.  At  least  in  the  crises  of  their  work, 
it  is  habit  that  comes  to  the  front  and  carries  them  over  their 
difficulties.  They  teach  as  they  have  been  taught.  If  the  aca- 
demic studies  as  they  are  taught  to  these  students  do  not  ex- 
emplify the  principles  of  psychology,  if  the  subject-matter  as 
presented  to  these  girls  has  not  itself  been  psychologized,  the 
psychological  side  of  this  first  year's  work  is  likely  to  have  little 
effect  upon  the  subsequent  teaching  work  of  these  girls. 

How  far  the  psychological  departments  influence  the  organ- 
ization of  the  subject-matter  presented  to  the  students  in  the 
academic  studies,  your  committee  had  little  opportunity  to  judge. 
We  did,  however,  visit  a  few  classes  and  are  of  the  opinion  that 
the  connection  between  the  two  sides  of  the  student's  work  ought 
to  be  closer.  A  prominent  part  of  the  year's  work  on  the  side  of 
method  is  practice  work  in  the  schools.  The  committee  visited  sev- 
eral classes  taught  by  these  student-teachers  and  is  of  the  opinion 
that  these  girls  should  have  more  detailed  help  in  arranging  their 
work  before  attempting  to  present  it  to  the  class.  One  student 
was  teaching  work  which  she,  herself,  had  never  had.  Another 
was  working  from  a  plan  which  might  profitably  have  been  used 
by  a  class  in  advanced  high  school.  Others  were  teaching  w'ork 
which  they  had  taken  in  the  Normal  School  and  appeared  to  have 
well  digested  plans.  From  our  investigations  it  would  appear  also 
that  the  special  methods  classes  which  go  along  with  this  work  are 
too  general  in  character  to  be  of  the  greatest  help  to  these  stu- 
dents. Your  committee  is  also  of  the  opinion  that  these  students 
should  have  the  opportunity  of  seeing  a  great  deal  of  good  teach- 


72  PUBLIC     SCHOOLS. 

irig  and  of  discussing  its  merits  and  demerits  before  entering  upon 
this  trial  work  on  their  own  account. 

Our  suggestions  may  be  summarized  as  follows : 

1.  The  work  in  the  psychology  and  method  subjects  should  be 
such  as  will  give  the  students  direct  help  in  interpreting  the  at- 
titudes and  activities  of  children,  and  in  organizing  school  activi- 
ties to  assist  and  stimulate  normal  growth. 

2.  The  psychology  department  should  have  a  greater  influence 
upon  the  work  done  in  the  academic  studies. 

3.  The  work  of  preparing  the  girls  for  their  practice  work 
and  of  assisting  them  while  at  that  work  should  be  more  carefully 
organized. 

English: 

Four  classes  in  the  Normal  College  and  eleven  rooms  in  the 
three  Practice  Schools  were  visited.  The  subject-matter  in  this 
department  is  offered  to  students  in  eight  courses,  two  of  which 
are  prescribed  while  the  other  six  present  a  wide  range  of  electives. 
In  the  foundation  course  in  English,  one  hundred  hours  are  spent 
in  (1)  oral  and  written  composition,  (2)  reading  for  informational 
purposes  and  literary  cultivation. 

The  work  in  oral  and  wrillpn  composition  took  \ho  form  of 
a  discussion  by  the  class,  which  kept  close  lo  the  past  experience 
and  future  needs  of  the  students.  The  questions  asked  by  both 
instructor  and  students  were  direct  and  intelligent,  and  helped 
to  clear  up  the  subject  under  discussion.  \  careful  summary 
was  made  at  the  end  of  the  exercise. 

One  hundred  hours  are  devoted  to  the  study  of  "Enj-'lish  in 
the  Elementary  School."  A  careful  selection  and  organization  of 
material  for  elementary  work  in  reading,  composition,  word-study, 
and  grammai"  has  been  made.  A  practical  application  of  the  work 
was  stHMi  in  the  three  Practicp  Schools  visited.  Class  exorcises 
in  the  "Technical  study  of  English"  and  in  "American  Literature" 
were  likewise  observed  and  although  the  subject-matter  wa'^ 
from  the  academic  point  of  view  superior  yet  the  exercises  were 
not  so  adapted  to  the  capacity  of  the  students'  past  experience,  nor 
so  happily  applicable  to  the  ultimate  purposes  for  which  thp 
training  is  taken. 

Oral   /Expression: 

Forty  hours  are  given  U^  (1  practical  phonetics.  (2)  me- 
chanism of  speech.  (3^  correct  formation  of  English  language, 
etc.  One  hundred  hours  are  devoted  to  the  study  of  oral  inter- 
pretation of  literature,  principles  of  expression,  and  the  selec- 
tion of  materials  for  reading  aloud.     The  classes  visited  in  the 


REPORT  OF  THE  SUPERINTENDENT.  73 

above  subjects  were  exceptionally  good.  The  oral  reading  showed 
excellent  results  in  enunciation  and  articulation.  The  expression 
was  pleasing  and  the  vowel  work  notably  good.  The  material 
selected  was  both  interesting  and  instructive  and  the  work  care- 
fully planned.  The  greater  number  of  questions  were  asked  by 
the  teacher  but  they  related  to  the  subject  under  discussion  and 
had   a  definite    purpose. 

German: 

The  German  Department  offers  four  courses:  (1)  Grammar 
and  History  of  Literature,  (2)  Special  Methods,  (3)  Methods  of 
teaching  German,  (4)  Training  in  the  use  of  the  Spoken  Lan- 
guage. The  instruction  given  in  all  of  the  German  classes  was 
excellent.  The  suggestions  of  the  teacher  quickly  brought  out 
both  the  strong  and  weak  points  in  the  recitation.  The  pupils 
were  alert,  interested,  and  well  prepared.  The  students  were 
gaining  high  professional  standards  while  doing  work  which 
would  be  of  actual,  practical  value  to  them  in  the  handling  of 
pupils. 

History  and  Geography: 

The  conmiittee  visited  all  the  Normal  College  classes  and 
fourteen  practice  classes  in  the  three  Practice  Schools,  directing 
their  attention  to  the  following  points:  In  the  department  of 
history,  one  course  is  required  and  three  electives  are  offered  in 
addition  to  the  course  in  Special  Metliods-  At  the  present  time 
there  are  no  classes  in  the  elective  courses  and  the  required 
course  on  "Constitutional  and  Industrial  History  in  the  United 
States"  is  prescribed  for  the  second  year  of  the  Elementary 
Training  Course.  In  the  department  of  geography,  there  are  two 
courses  required  and  two  elective.  Of  the  former,  the  foundation 
course  is  demanded  as  a  ])art  of  the  training  of  the  first  year 
of  Elementary  Training  Course  and  the  major  portion  of  it  in 
the  second  year  of  the  Kindergarten  Training  Course.  The  course 
in  Special  Methods  is  required  of  students  during  their  term  of 
practice  in  teaching  geography,  or  the  second  semester  of  the 
year.  A  class  which  had  elected  the  course  "The  Geography  of 
Chicago"  was  visited.  No  classes  were  found  in  the  elective 
course  "The  Geography  of  Commercial  Products."  With  regard 
to  the  class  work  in  history,  the  plan  is  academic,  there  being 
no  special  reference  to  problems  of  presentation  and  method 
although  many  suggestions  might  be  gained  from  the  good  exam- 
ple given  in  ])lanning  and  conducting  the  class  period. 

In  all  thp  practice  classes  that  the  members  of  the  com- 
mitto.'   visited,    the   pupil-teachers   were    in   charge   of  the   class 


74  PUBLIC    SCHOOLS. 

work.  The  critic  teacher  gave  helpful  suggestions  immediately  if 
she  considered  it  advisable  to  do  so,  but  otherwise  she  simply 
made  notes  at  the  time  and  reserved  her  critcism  until  the  class 
period  was  over. 

Mathematics: 

Four  days  were  spent  by  the  committee  at  the  Normal 
College  and  Practice  Schools.  In  the  former,  two  classes  were 
visited — one  in  the  first  and  the  other  in  the  fourth  semester. 
While  the  instruction  was  excellent,  the  instructor's  questions 
clear,  and,  to  a  student  with  a  mind  keen  to  learn,  thought- 
provoking,  the  students  did  not  impress  the  committee  as  being 
alert  to  theii-  advantages.  Although  the  lessons  were  topical  and 
definitely  assigned  in  advance,  many  of  the  students  were  poorly 
!)repared.  It  is  suggested  that  some  means  be  devised  for  infor- 
mal or  formal  observation  of  expert  leachers  of  children  earlier 
in  the  course.  In  the  practice  schools,  recitations  by  student- 
teachers  in  the  second,  foui-th,  fifth,  and  sixth  grades  weie 
observed.  The  student-teachers  seemed  well  prepared.  They 
understood  the  use  of  the  appliances  at  their  command  and  pre- 
sented the  lessons  clearly.  The  recitations  showed  carefully 
worked-out  plans  and  were  methodically  given.  Tlio  criti.- 
teacher  never  manifested  any  impatience  towai'd  the  student- 
teacher  and  slie  reserved  any  specific  criticism  until  the  class 
was   dismissed. 

The  class  in  Special  Methods  was  composed  of  students  who 
liad  been  in  the  Practice  School  less  than  two  weeks.  The 
questions  which  they  prepared  and  submitted  to  the  instructor- 
showed  a  thoughtful  attitude  of  mind  toward  the  work  they 
were  doing.  The  students  seemed  to  be  getting  some  psycholog- 
ical   methods  of   approaching   the    subjects    under   consideration. 

Science: 

The  Department  of  Science  offers  eight  courses.  The  aims 
of  this  department  are, —  (1)  To  develop  the  scientific  attitude 
of  mind,  (2)  To  impart  a  knowledge  of  some  of  the  common 
things  of  every-day  life,  (3)  To  be  of  immediate  assistance  to 
the  students  in  their  practice  teaching  of  Nature  Study,  (4)  To 
give  the  students  in  the  Household  Arts,  Industrial  Arts,  and 
Physical  Education  Courses  some  science  work  which  will  be 
useful  in  their  special  fields.  On  the  w^hole,  the  work  of  this 
department  is  based  upon  a  clear  understanding  of  what  is 
desirable  and  possible  of  accomplishment  in  the  elementary 
schools  of  the  city. 

Your  committee  visited  three  college  classes  and    in   two  of 


REPORT  OF  THE  SUPERINTENDENT.  75 


these  excellent  work  was  being  done.  In  the  third  class  the 
work  seemed  to  be  entirely  foreign  to  the  former  training  and 
present  interests  of  the  students. 

The  students  in  the  class  for  Special  Teachers  of  Household 
Arts  were  working  in  the  second  semester  of  the  Household 
Arts  Course.  The  previous  academic  training  of  the  students 
seemed  to  have  been  adequate.  The  problem  under  discussion 
grev^^  out  of  laboratory  work  dealing  with  the  heat  values  of 
various  fuels,  the  chemistry  of  combustion,  etc.  The  informa- 
tion acquired  will  be  of  little  value  to  the  teacher,  when  she 
comes  before  a  class  in  cooking.  However,  the  discussion  did 
have  a  good  deal  of  cultural  vahie  to  the  students  themselves, 
and  it  is  to  be  hoped  that  the  instructor's  very  skillful  handling 
of  the  problems  will  have  its  effect  upon  the  future  work  of  these 
teachers.  The  students  enrolled  in  the  class  in  Botany  were  in 
the  first  semester  of  the  course.  The  academic  training  of  the 
students  before  entering  the  Normal  School  seemed  to  have  been 
very  diverse  and  in  most  cases  very  inadequate.  The  class 
discussion  was  definite  and  closely  related  to  the  future  needs 
of  tlie  students.  The  instructor  was  giving  definite  preparation 
for  the  teaching  of  Nature  Study  in  the  Practice  Schools,  as 
the  course  was  outlined  to  the  committee  by  the  head  of  the 
department.  This  instructor  was  also  doing  some  excellent  work 
in  oral  English.  The  practice  teaching  of  students  one  year 
ahead  of  the  pupils  of  this  class,  showed  the  good  effect  of  the 
academic  work  done   the  previous  year. 

Physical  Education: 

One  foundation  course  on  elementary  physical  education 
is  required  in  the  Elementary  and  Kindergarten  Training  Courses 
respectively,  designed  to  develop  the  student-pupils  themselves 
and  to  acquaint  each  of  them  with  adequate  gymnastic  material 
and  play  activities  for  use  in  the  public  schools.  Half  of  this 
is  given  in  the  first  semester  and  lialf  in  the  second.  This  is 
carried  on  further  in  the  Special  Methods  course  while  two 
advanced  courses  are  presented  for  the  choice  of  certain  groups 
desiring    them. 

Your  committee  listened  to  an  excellent  discourse  adequately 
illustrated  on  proper  position  in  standing  and  walking.  This  was 
subsequently  supplemented  by  testing  exercises  for  each  student 
and  afterwards  a  group-drill  to  music  was  indulged  in.  The  pro- 
cedure throughout  was  very  commendable.  Two  practice  classes 
were  visited — one  in  second  grade  and  the  other  in  fourth  giade. 
In  each  case  a  critic  teacher  was  present,  giving  no  directions  nor 


76  PUBLIC     SCHOOLS. 

suggestions  until  the  student-teacher  had  finished.  The  classes 
were  then  taken  by  the  critic  teacher,  thus  giving  the  student- 
teacher  the  opportunity  to  observe  work  in  the  hands  of  an  ex- 
perienced teacher. 

With  regard  to  suggestions,  we  hesitate  to  speak  of  the  lack 
of  space  to  adequately  carry  on  the  work.  The  much-needed  gym- 
nasium which  is  nearing  completion  ought  to  meet  all  necessary 
requirements  for  the  good  work  of  physical  education.  It  would 
seem  highly  advisable  to  have  a  resident  physician  at  the  school 
not  only  to  remedy  slight  ills  that  arise  and  to  guard  and  protect 
each  student  against  undue  strain,  but  as  well  to  insure  for  each 
student-teacher  the  necessary  advice  in  the  correction  of  physical 
faults  in  herself  and  some  instruction  in  the  diseases  and  defects 
of  children. 

Art  and  industrial  Arts: 

Eight  course  are  offered,  three  of  wiiicli  are  required — on»' 
on  "Design,  Bookbinding,  Textiles,  or  Woodwork."  and  another, 
supplementary,  for  the  student  not  taking  music  to  be  taken  in 
the  first  year,  and  further,  the  course  in  Special  Methods  is  re- 
quired during  the  student's  term  of  practice  teaching.  The 
committee  visited  one  class  in  crocheting  and  knotting,  working 
from  previously  prepared  drawings  and  designs,  which  was  well 
conducted.  Another  class  in  woodwork  was  seen  in  operation. 
The  materia]  for  class  work  was  first  discussed  and  subsequently 
the  students  proceeded  to  work  out  their  series  of  problems. 
Another  class  in  the  same  subject-matter  was  seen  at  work 
wherein  no  apparent  prescriptive  directions  were  given,  but  it 
was  plainly  evident  that  the  subject-matter  was  well  handled. 
Still  a  fourth  class  was  observed  at  work,  consisting  of  a  rather 
small  group  of  young  men  students  wherein  they  were  intelli- 
gently discussing  material  to  be  subsequently  used  in  working 
out  problems.  A  fifth  class  was  visited  in  the  Department  of 
Art,  which  had  under  discussion  house  decorating  and  furnishing. 
Each  person  in  the  class  had  previously  prepared,  under  direc- 
tion of  an  Industrial  Arts'  teacher,  an  ideal  house.  At  this 
point  the  Department  of  Art  took  up  the  work  relative  to  dec- 
oration and  furnishing.  This  co-operation  of  the  two  depart- 
ments was  very  noticeable  in  the  greater  part  of  the  work 
planned,  and  cannot  be  too  highly  commended.  At  two  of  the 
practice  schools  seven  classes  conducted  by  pupil  teachers  were 
observed.  Of  those  practice-exercises  six  of  the  seven  classes 
were  well  conducted,  planned  well,  vigorously  carried  out  and 
illustrative  of  the  methods  taught  them. 


REPORT  OF  THE  SUPERINTENDENT.  ?7 

The  work  observed  was,  on  tlie  wliole,  so  conducted  as  to  de- 
velop teaching  power  and  ability  in  the  students,  although  the 
causes  that  prevent  these  young  graduates  from  carrying  these 
good  intluonces  into  the  school  room  are  not  so  easy  to  point  out. 
The  housing  for  classes  and  in  some  respects  the  equipment  is 
poor,  but  the  new  Arts  and  Industrial  Arts  building,  nearing  com- 
pletion, ought  to  give  ideal  quarters  and  opportunities. 

Music: 

The  foundation  training  course  in  musical  technique  re- 
quired of  all  students  in  the  Elementary  Training  Course  is  di- 
\  ided  into  two  parts.  Forty  per  cent  of  the  whole  is  required 
in  the  first  year  of  the  Elementary  and  Kindergarten  Training 
Courses  and  the  remainder  is  prescribed  for  the  second  year  of 
the  former  course.  An  excellent  opportunity  of  bridging  the 
academic  work  and  the  practice  teaching  is  presented  in  the 
course  on  Special  Methods.  Further,  for  those  so  electing  to 
pursue  the  study  further,  a  course  covering  one  hundred  hours  is 
outlined  on  Music  Appreciation.  Sixteen  music  recitations  were 
observed  and  about  an  equal  number  of  practice  teaching  exer- 
cises. On  the  whole,  the  work  in  the  college  courses  was  well 
given  and  appreciated,  indicating  the  beginning  of  power  to 
adapt  the  material  to  class-room  use,  and  to  regard  the  teaching 
of  children  in  a  professional  w^ay.  In  their  practice  teaching 
these  students  markedly  showed  the  influence  of  the  instructors. 
It  was  furtht^r  noted  that  the  critic  teachers  assumed  a  helpful 
attitude  toward  the  student-teacher.  Valuable  criticisms  of  their 
efforts  were  made  and  demonstrations  of  how  to  teach  were  of- 
fered them.  The  following  suggestions  are  submitted:  1.  Un- 
doubtedly more  confidence  and  self-reliance  could  bp  engendered 
were  the  opportunity  given  for  more  practice  work.  2.  It  is  be- 
lieved that  only  talented  students  should  be  expected  to  teach 
music  in  the  elementary  schools  in  the  6th,  7th  and  8th  grades. 
3.  I^ss  technique  could  be  given  to  all  students  except  those  fol- 
lowing the  special  course.  This  extra  time  could  be  used  for 
practice  work.  4.  It  would  be  highly  desirable  to  conserve  and 
develop  the  talented  students  for  departmental  music  work  in 
the  public  schools. 

Kindergarten  and  Oral  Instruction  for  the  Deaf: 

The  Kindergarten  Department  conducts,  with  the  assistance 
of  the  general  academic  corps  of  the  Normal  College,  a  distinc- 
tive training  course,  i-cquiring  for  graduation  I  he  same  total 
number  of  hours'  work  as  demanded  by  the  Elementary  Training 
Course.     In    the    Kindergarten   Department   proper,   two   hundred 


78  PUBLIC     SCHOOLS. 

and  fifty  hours  of  this  work  are  required  during  tiie  first  year 
and  an  equal  number  of  hours,  including  the  double  time  allotted 
in  the  special  methods,  is  given  m  the  second  year.  In  all  but 
one  class  the  work  of  instruction  was  good,  and  this  adverse 
comment  refers  only  to  the  fact  that  a  great  deal  oi  indefinite- 
ness  was  noted  in  the  responses  of  the  students.  Mor«^over,  in 
observing  the  work  of  the  student-teachers  in  practice,  it  was 
noticed  that  all  the  general  or  circle  work  was  done  by  the  critic 
teachers.  The  work  in  itself  was  excellent,  but  it  is  our  opinion 
that  some  of  it,  at  least,  should  be  done  by  the  student-teacher. 
The  instructors  were,  in  every  instancp,  capable,  efficient  and  sym- 
patheti(!,  and  might  be  mom  helpful  if  permitted  to  see  and  criti- 
cise more  of  the  work  of  those  under  their  charge. 

The  Department  of  Oral  Instruction  for  th«'  D.-af  likewise 
gives  a  special  course  designed  to  prepare  students  for  this  work 
in  the  Elementary  Schools  of  ('hicago.  Until  (he  tnd  of  the  first 
semester  of  the  present  school  y^ar  it  was  catalogued  as  a  grad- 
uate courso  which  ro(|iiired  for  admission  theroto  either  the  com- 
pletion of  the  elementary  training  courses,  or  for  former  teachers 
in  the  public  schools  of  rjiii'ago  an  efilcioncy  standing  marked  at 
least  "good."  Formerly  the  additional  year  required  was  devoted 
exclusively  to  this  specialized  training,  and  required  four  hundred 
and  twenty  hours  in  all.  The  school  has  had,  sinco  the  establish- 
ment of  the  Training  Coursp.  small  success  in  inducing  students 
to  take  the  course,  because  of  the  difiiculty  of  tho  work  and  the 
three  years  required  for  graduation,  hut  since  the  inauguration 
of  the  policy  of  the  two-year  course,  a  promising  class  of  four 
students  have  elected  this  training.  The  academic  work,  which 
is  almost  inseparable  from  the  practice,  was  well  conducted.  The 
practice  work  with  the  student-teachers  was  carried  on  with  in- 
dividual children.  No  regular  critic-teacher  work  was  seen, 
although  by  this  we  do  not  mean  that  none  exists. 

Household  Arts  and  Science: 

This  department  gives  a  two-year  course  with  twenty  weeks' 
practice  work  in  sewing  and  ten  in  cookery.  Six  classes  were 
visited  at  Normal  College  and  eleven  at  Practice  Schools.  The 
class  work  is  admirably  planned  and  carried  out.  the  instruction 
being  closely  related  to  the  future  use  of  the  student,  both  in 
the  regular  class  work  and  in  the  Special  Methods. 

The  course  in  Planning,  Decoration  and  Maintenance  of  the 
House,  given  in  co-operation  with  the  Arts  and  Industrial  Arts 
Department,  is  to  be  commended-  The  course  in  Millinery  adds 
to  the  practical  work  in  Household  Arts. 


REPORT  OF  THE  SUPERINTENDENT.  79 

With  the  large  enrollment  in  this  department  assistants 
would  be  needed  to  enable  these  instructors  to  give  more  time 
to  the  supervision  of  practice  teaching.  The  attitude  of  the 
critic  teachers  toward  the  practice  teacher  was  found  to  be  very- 
helpful,  never  fault-finding.  The  discussions  and  general  atti- 
tude of  students  in  class  exercises  were  indicative  of  efficient 
teaching. 

Several  of  the  students  were  visited  during  the  first  or  sec- 
ond lessons  presented  by  them  in  their  practice  w^ork,  a  truly 
difficult  position  for  them.  Their  ability  to  present  the  lesson 
as  planned  and  the  results  obtained  were  extremely  commend- 
able. Others  were  visited  during  the  last  week  of  their  practice 
work.  These  showed  by  their  self-reliance  and  by  the  finished 
work  of  their  classes  that  they  had  to  a  great  extent  overcome 
whatever  difficulty  they  may  have  encountered  at  first. 

The  large  membership  of  the  present  class  makes  it  impos- 
sible for  each  member  to  have  her  full  practice  time.  If  the 
large  membership  continues,  more  provisions  for  practice  work 
should  be  made  in  this  department. 

To  supplement  the  reports  made  in  observations  of  the  Nor- 
mal School,  your  committee  outlined  an  extensive  plan  of  getting 
some  comparative  indices  of  the  efficiency  of  the  work  of  grad- 
uates in  actual  teaching  service  in  the  schools  by  determining: 
1.  The  efficiency  rating  in  teaching  for  five  years  as  compared 
with  their  Normal  School  standing,  their  grade  on  entrance  ex- 
amination, and  previous  to  that  their  high  school  records.  2. 
The  rating  of  each  graduate  for  the  past  five  years  when  placed 
on  the  eligible  list  for  assignment,  at  the  end  of  her  four  months' 
trial-service  or  period  of  cadetship.  3.  The  efficiency  ranking 
of  each  student  of  the  foregoing  at  the  end  of  her  third  year  of 
teaching. 

With  reference  to  No.  1,  the  time  at  our  disposal  was  not 
found  adequate;  and  likewise  for  No.  2  and  No.  3  in  toto,  so 
that  only  for  two  years  of  our  contemplated  task  were  the  grad- 
uates follow^ed  up  individually  in  their  service  of  teaching. 
While  aware  of  the  complexity  of  factors  which  are  operative, 
due  to  the  entrance  of  diffiiculties  and  dangers  in  transmuting 
the  descriptive  terms  of  "inefficient,"  "fair,"  "good,"  "excellent," 
and  "superior,"  employed  in  teachers'  markings,  backward  into 
the  percentage  rankings  on  assignment,  and  further  because 
other  things  being  equal,  we  should  expect  rankings  to  advance 
with  increased  experience,  nevertheless,  without  going  into  de- 
tail we  must  affirm  that  the  tendency  is  for  these  young  teachers 
to  continue  climbing  and  rank  with  the  best,  while  at  the  other 


80  PUBLIC     SCHOOLS. 

extreme,  there  is  no  downward  current  and  no  failures  are  noted 
in  the  individual  cases  followed. 

One  of  the  most  obvious  questions  that  arises  concerns  the 
number  of  teachers  furnished  by  the  Normal  School  in  com- 
parison with  the  needs  of  the  elementary  schools  of  Chicago.  The 
following  table  is  submitted  covering  a  period  of  ten  consecutive 
years : 

Number  of  Number 

Assif^nments  to  Elem.  of  Normal             I'er  Cent  Supplied 

Year     School  Positions         Srhool  Graduates      by  Normal  School 

1903-04    520  74  1H% 

1904-05    441i  92  :iO% 

1905-00    4«r,  130  287o 

1906-07    464  193  41% 

1907-08    401  219  54% 

1908-09    420  261  62% 

1909-10    :H3  270  7S% 

1910-11    367  346  90% 

1911-12    408  245  60%, 

1912-13    .  465  215  46% 

'J'otiil    4295  2041 

One  must  not  iiiler  that  these  numbers  for  eacli  year  are 
directly  representative  of  supply  and  demand.  A  period  of  cadet- 
ship  intervenes  between  graduation  and  assignment,  and,  ina.s- 
much  as  all  persons  on  the  eligible  list  are  ranked  and  assigned 
in  order  of  merit,  a  period  ol"  delay  often  ensues,  much  more 
noticeable  in  former  years  than  at  present,  due  to  the  existing 
superlluity  of  numbers,  and  this  in  turn  is  attributable  to  many 
conditions  beyond  control. 

However,  taken  for  a  span  of  ten  years,  it  is  believed  that 
some  idea  may  be  secured  of  the  number  of  elementary  teachers 
supplied  through  this  medium.  It  was  planned  to  have  a  more 
direct  comparison  by  counting  the  number  of  Normal  School 
graduates  included  in  the  total  number  assigned  each  year  for 
each  department  of  public  school  work,  but  time  permitted  youi- 
committee  to  have  at  hand  a  count  of  totals  for  only  two  consec- 
utive years,  of  which  the  perentages  are  53  and  69  respectively. 
Tt  must  be  noted  likewise  that  quite  a  number  of  factors  co-oper- 
ate to  limit  the  number  entering  the  service  of  teaching  in  Chi- 
cago through  this  channel.  Some  of  the  most  important  of  these, 
coming  to  the  attention  of  your  committee,  may  be  cited  without 
comment:  1.  The  fact  that  for  a  few  years  the  length  of  the 
total  time  of  training  was  extended  from  two  years  to  three  years. 
2.  The  raising  of  standards  of  admission.  3.  The  fluctuations  in 
municipal  sentiment  and  in  consequent  educational  policy,  relat- 


REPORT  OF  THE  SUPERINTENDENT.  81 

ing  to  the  desirability  of  tlio  Board  of  Education  of  Chicago  at- 
tempting to  educate  the  wliole  or  even  the  major  portion  of  its 
leaching  corps.  (The  number  of  entrants  was  lixed  by  rule  of 
tiie  Board  of  Education  at  250  or  sucli  additional  numbers  as 
might  be  considered  desirable  to  accommodate.)  4.  The  afore- 
mentioned delay  in  assignment  during  a  certain  year  or  number 
of  years,  and  the  influence  of  this  discouraging  news  on  would- 
be  applicants.  5.  The  fact  that  entrance  to  Normal  >^chool  is 
made  conditional  upon  the  successful  passing  of  an  examination. 
Although  this  examination  may  be  sub-divided  and  parts  of  thij 
same  may  be  attempted  early  in  the  high  school  career,  many 
delay,  fail  to  decide,  and  subsequently  fear  the  examination  in 
toto.  It  might  be  noted  further  that  the  required  physical  ex- 
amination for  all  entrants,  while  endeavoring  to  improve  the 
quality,  limited  the  numbers  during  the  first  five  years  after 
adoption,  less  than  7  per  cent,  and  during  the  last  five  years  less 
than  3  per  cent.  The  location  of  the  Normal  School  buildings 
and  consequent  distance  from  all  sides  of  Chicago  other  than  the 
south  side  is  mentioned  as  a  deterrent  of  entrance.  On  this  point 
the  following  data  are  presented  through  the  courtesy  of  the 
principals  of  elementary  schools  of  district  No.  2,  which  gives 
the  residences  of  the  students  at  present  in  attendance  at  the 
institution: 

Count}'  Students   (not  considered) 58 

Residing  North  of  12th  Street •• 192              39.6 

Residing  South  of  12th  Street 292              60.4 

Unclassified     " 

Total     549 

In  former  years  the  four  months'  period  of  cadetship  in  the 
schools  played  an  important  part  in  the  training  of  Normal 
School  graduates.  After  the  payment  of  the  regulation  stipend 
for  expenses  ($20.00  per  month)  was  abandoned,  the  custom  has 
grown  up  of  requiring  more  and  more  service  as  substitute 
teachers,  until  at  the  present  time  the  cadet's  four  months'  pro- 
bationary period  is  practically  spent  in  substitute  ser^■ice,  i.  e., 
teaching  the  classes  of  absent  teachers. 

if  the  cadet  remains  at  least  two  days  filling  such  a  vacancy, 
her  work  is  marked  as  to  its  worth  by  the  principal  of  the 
school,  and  should  she  not  be  so  fortunate  as  to  fall  into  a  posi- 
tion to  which  the  regular  teacher  of  the  room  does  not. return 
for  a  number  of  weeks — a  situation  that  sometimes  occurs — it 
is  probable  tliat  she  may  not  remain  with  the  same  group  of 
children  more  than  two  days,  or  even  one  day,  and  it  is  within 
thp   range  of  possibilities   that  she  may  liave   a  different  class- 


<"3 


2  PUBLIC     SCHOOLS. 


room  each  day  of  the  total  four  months.  Besides  this,  should 
her  service  be  given  in  more  than  one  school  district  of  the  city, 
her  work  will  be  evaluated  by  the  District  Superintendent  of 
Schools  of  each  such  school.  The  average  mark  or  ranking  ac- 
corded her  from  this  service  of  teaching  is  equated  with  the 
school  marking  given  her  by  the  Normal  School  on  graduation, 
her  practical  standing  to  count  for  one-half  and  her  Normal 
School  rating  to  have  equal  value  thereto. 

The  committee  on  survey  suspected  that  herein  lay  possibil- 
ities of  temporary  or  permanent  interference  with  the  training 
given  by  the  Normal  School,  and  it  was  subsequently  ascertained 
that  the  Superintendent  of  Schools,  in  her  annual  report  as  prin- 
cipal of  the  Chicago  Normal  School     1906-1907,     page  128,  had 
called  attention  to   the  injurious  effect  during  cadetship  of  this 
substitute   service   on   professional    training.     With    this   end   in 
view  a  questionnaire  was  sent  to  each   principal  of  an  elemen- 
t.'iry  school  of  whom  two  hundred  and  thirty-eight  made  full  re- 
sponses, also  one  to  two  hundred  and  seventy- five  graduates  of 
tlie   Normal  School  of  not  less  than  three  years'  experience   or 
more  than  five  years,  of  whom  seventy-five  replied. 
Brief  summaries  of  the  results  submitted  follow: 
Of  the  principals,  twenty-five  believe  that  it  is  fair  to  mark 
a  substitute  cadet  on  the  basis  of  a  minimum  two  days'  service, 
and  two  .hundred  and  seven  believe  it  is  not;  one  hundred  and 
forty-six  think  that  the  work  of  substituting  is  too  difficult  a 
task  for  an  inexperienced  teacher  to  undertake,  and  eighty-one 
tliink  it  is  not;  one  hundred  and  thirty-two  are  of  the  opinion 
that     substitute     service     is     liable    to    disintegrate  the    young 
teacher's  training,  and  ninety-five  think  it  does  not.    The  major- 
ity affirm  that  there  is  not  an  undue  emphasis  on  "discipline"  in 
such  markings  (although  many  admit  that  with  regard  to  disci- 
pline they  must  consider  this  from  the  viewpoint  of  her  service 
in  the  school  rather  than  her  training;  one  hundred  and  fifty- 
four  believe  that  it  would  be  beneficial  to  these  young  teachers 
as  well  as  to  the  school  system  if  graduates  of  the  Normal  Col- 
lege were  assigned  to  rooms  of  small  membership  and  remained 
there   at   least   four   months,    and   seventy-two   believed   that    it 
would  not,   giving  their  preference  to   the  previously  obtaining 
cadetship  service.    Of  the  graduates  of  the  Normal  College,  78.6 
per  cent  say  that  more  than  one-half  of  their  cadet  time  was 
given  to  substituting  and  21.4  per  cent  reply  that  less  than  one-half 
of  the  time  was  so  given;  49.3  per  cent  affirm  that  they  were  able 
to  apply  their  Normal  training  in  the  service  of  substituting,  21.3 
claim  that  they  were  not,  and  29-3  per  cent  say  they  were  able 


REPORT  OF  THE  SUPERINTENDENT.  83 

to  apply  it  only  partially;  96  per  cent  believe  that  substituting 
IS  more  difficult  than  regular  teaching  and  4  per  cent  that  it  is 
not;  80  per  cent  would  prefer  at  lirst  a  regular  room,  the  remainder 
are  just  as  positive  they  would  not. 

Further,  the  following  brief  summaries  are  submitted  from 
replies  made  by  principals  of  elementary  schools  and  by  princi- 
pals of  high  schools.     The  first  refers  to  an  expression  of  opinion 
concerning  the   efficiency   of   the   graduates   of   Chicago   Normal 
School  and  their  preparation  for  teaching  after  two  years'  ex- 
perience,   when   compared  with    experienced   teachers   who    had 
come  into  the  educational  system  of  Chicago  by  examination;  115 
principals   are  of   the   opinion  that   graduates   of     the     Normal 
School  make  less  efficient  teachers  than  those  brought  in  by  ex- 
ammation,  and  97  express  the  opinion  that  they  are  more  effi- 
cient; 30  principals  give  no  answer,  and  16  state  that  there  is  no 
appreciable  difference.    Moreover,   15  principals  of  high  schools 
make   suggestions   for   bringing   the   vocation  of  teaching   more 
prominently  before  the  graduation  classes  of  the   high   schools. 
Of  these,  7  suggest  that  the  graduates  of  the  public  high  schools 
should  be  admitted  to  the  Normal  School   without  examination; 
6  suggest  talks  or  conferences  before  high  school  classes  by  the 
Normal  School  faculty;  1  believes  that  the  Normal  School  should 
be  more  centrally  located,  while  another  is  desirous  of  changing 
the  attitude  of  the  Normal  School  faculties  toward  the  training 
received  in  the  high  schools. 

Finally,  on  the  question  of  increasing  the  number  of  admis- 
sions to  the  Normal  School  and  of  improving  the  quality  of  its 
product,  the  following  suggestions  were  formally  or  informally 
collected: 

1.  That  the  Normal  School  should  be  made  a  more  integral 
part  of  the  public  school  system  by  admitting  graduates  of  the 
public  high  schools  without  examination. 

2.  That  some  plan  should  be  devised  for  securing  a  pro- 
rata apportionment  for  each  public  high  school  and  for  each 
accredited  high  school,  thus  giving  the  schools  an  opportunity 
to  offer  their  best  product  to  train  for  the  profession  of  teaching. 

3.  The  cadet  period  should  b(3  made  financially  productive 
to  the  graduates  of  the  Normal  School  without  requiring  them 
to  perform  the  work  of  substituting. 

4.  The  vocation  of  teaching,  and  this  means  of  entering  it, 
should  be  kept  prominently  before  the  students  of  the  high 
'schools  by  addresses  by  members  of  the  faculty  of  the  Normal 
School,    formal    and   informal    meetings,   such   as  a  "high   school 


84  PUBLIC    SCHOOLS. 

day''  at  the  Normal  Scliool,  acquaintance  with   their  best  teach- 
ers of  the  staff,  and  the  like. 

D.  P.  MagMillan,  Chairman. 
Ira  C.  Baker. 

Prin.  Eaiie  School. 
Daniel  J.  Beeby, 

Prin.  Oglesby  School. 
J.  Clara  Breese, 

Prin.  Burke  School. 
Mary  Carter, 

Teacher  Nash  Scliool. 
Anna  M.  Cody, 

Teaciier  Bass  School. 
Mabel  S.  Condon, 

Teacher  Kershaw  School. 
Nellie  E.  Dunton, 

Teacher  Kohn  School. 
M.\\{Y  S.  L.  Hartigan, 

Prin.    Harvard  Scliool. 
Harriet  I'\  Ha^avard. 

Prin.  Dante  School. 
Leslie  Lewis. 

Prin.  Kozinin^ki   School. 
John  A.  Long, 

Prin.  Hannnond  Scliool. 
Mary  K.  Marnell. 

Prin.  Dunnin?  School. 
Emma  McCredie, 

Teacher  Koniensky  School. 
Helen  \V.  McLalchlin, 

Prin.  Drake  School. 
Catharine  Seeberger, 

Teacher  LaSalle  School. 
Marian  M.  Shea. 

Teacher  Langland  School. 
Elizabeth  Smyth, 

Teacher  Peabody  School. 
Bertha  Slitter, 

Teacher    Nettelhorst   School. 
Emma  M.  Turner. 

Teacher  Byford  School. 
Harry  S.  Vaile. 

Prin.  Froebel  School. 


REPORT  OF  THE  SUPERINTENDENT.  85 


KINDERGARTENS. 

In  order  to  secure  the  best  results  in  the  kindergarten  survey, 
it  was  thought  best  to  sub-divide  the  general  committee  into 
groups  for  the  purpose  of  observing  the  art,  occupation,  gifts, 
English,  circle  work,  and  equipment.  Each  group  visited  and 
observed  in  general  all  the  work  in  as  many  kindergartens  as 
possible  in  the  time  allowed,  but  reported  on  only  that  division 
of  the  work  assigned  to  them. 

Art — We  realize  anew  the  many  phases  of  (educational;  art, 
together  with  the  variety  of  difficulties  to  be  surmounted,  and 
appreciate  the  interested  etforts  which  are  now  doing  so  much 
by  way  of  nurturing  and  developing  the  tendencies  of  the  little 
ones  in  our  schools.  We  enjoyed,  in  several  instances,  the  evident 
relation  of  Feeling  for  Beauty  as  kept  in  mind  by  the  kindergar- 
ten teacher  through  circle,  occupation,  gift,  game,  or  environ- 
ment, and  wished  this  could  be  universal. 

In  each  kindergarten  visited,  we  felt  the  constant  need  of 
careful  consideration  and  use  of  the  art  principles  governing 
color,  beautiful  arrangement,  rhythm,  repetition,  and  proportion, 
unconscious,  to  be  sure,  on  the  part  of  the  child,  but  presented 
by  the  teacher  with  a  purposeful  sequence,  showing  steps  in 
relationship  and  growth,  and  leading  to  some  tvorthy  goal.  We 
offer  this  suggestion  as  a  possible  remedy  for  the  small  and  pot- 
tering tendency  found  at  times  among  the  children.  In  some 
schools  there  seemed  a  reluctance  on  the  part  of  teachers  to  show^ 
the  crude  work  of  the  children,  apologizing  for  their  lack  of 
pictorial  effect.     This  led  us  to  careful  reflection. 

Drmving — Do  we  realize  that  the  activity  known  in  the  kin- 
dergarten as  Drawing  differs  greatly  from  that  of  Representation 
as  expressed  by  the  adult?  The  little  child's  work  is,  in  reality, 
a  form  of  picture  writing,  by  means  of  which  he  registers  his 
experience  and  experiments.  By  this  individual  expression,  ob- 
servation is  awakened,  seeing  power  strengthened:  and  with  vari- 
ous aids,  such  as  his  t^arher  drawing  n'ith  him  and  for  him. — 
ere  long  he  begins  lo  us.e  the  graphic  language  which  in  time 
gives  him  the  power  of  representation,  also  being  the  basis  of 
the  written  language.     With  this  awakened  sense  of  seeing  comes 


S(j  PUBLIC     SCHOOLS. 

a  semi- freedom  and  power.  This  is  the  opportune  moment  for 
informal  free  drawing  and  plenty  of  blackboard  work. 

Color — Under  color  experimentation,  we  found  classed 
Painting, — crayon  drawing  and  colored  paper  work.  The  method 
used  in  handling  these  mediums  are  certainly  improving,  and  the 
work  more  tender,  sympathetic  and  interpretive.  As  teachers, 
we  are  realizing  that  all  these  various  elements  are  added  lines 
down  the  avenues  of  experience  and  experiment,  and  that  there  is 
but  one  great  purpose  in  all  the  activities.  In  choosing  mediums 
and  materials,  we  advise  greater  care  in  selection  as  to  fitness 
to  purpose.  We  find  constantly  increasing  need  for  more  experi- 
mental work  on  part  of  children  following  the  directed  work 
of  the  teacher,  more  free  blackboard  work,  more  sand  and  clay 
work. 

Occupation — The  committee  found  considerable  variation  in 
the  different  schools  as  to  the  kinds  of  work,  but  much  similarity 
in  its  purpose.  In  general,  there  was  a  conscious  selection  by  the 
teachers  of  work  that  has  a  live  interest  for  the  children.  Such 
problems  as  the  construction  on  the  sand  table  of  a  village  street 
with  houses  and  stores  of  pasteboard,  the  buying  of  groceries, 
using  toy  money;  the  construction  by  each  child  of  a  pasteboard 
tray,  on  which  was  shown  a  yard,  including  a  house  and  outbuild- 
ings, walks,  garden,  play  apparatus,  etc., — such  work  is  very  prac- 
tical and  constantly  appeals  to  the  child's  initiative  and  judg- 
ment. 

One  problem  that  was  being  worked  out  in  several  schools 
with  different  kinds  of  material  was  the  play  house,  or  doll's 
house.  This  was  done,  both  by  groups  of  children,  and  individ- 
ually. One  very  practical  way  was  being  worked  out  thus: 
Three  sheets  of  stifiF  paper,  or  cardboard,  12  x  18,  were  given  to 
each  child.  These  were  used  for  three  sides  of  a  room.  One 
side  was  left  out,  and  no  ceiling  or  roof  was  attempted.  The 
sides  were  attached  to  each  other  with  fasteners.  The  room  could 
then  be  stood  upon  the  floor,  or  folded  up  and  put  away  when 
not  in  use.  or  flattened  out  on  the  table  when  the  child  was 
decorating  the  walls.  This  decorating  he  did  with  crayon,  put- 
ting on  his  ow^  design  of  paper  and  border,  and  drawing  in 
windows,  doors,  curtains,  pictures,  etc.  Some  children  were  busy 
weaving  small  rugs,  making  chairs,  settees,  etc.,  for  the  furnish- 
ing of  the  house.  For  chairs,  each  child  was  given  four  small 
pieces  of  wood  cut  to  form  the  seat,  arms  and  back.  He  then 
had  to  select  the  proper  pieces  and  nail  them  with  brads.  Each 
child  worked  by  himself,  the  teacher  directing  by  such  question.^ 


REPORT  OF  THE  SUPERINTENDENT.  '  87 

as:  "Is  that  like  this  chair  back?"  "Gould  you  sit  in  it  if  it  were 
made  that  way?"  "Does  a  door  go  all  the  way  down  to  the  floor?'' 
"Gould  you  walk  through  this  door?" 

This  is  a  sample  of  much  of  the  kind  of  construction  work 
found  by  the  committee.  Such  work  is  ideal  from  any  pedagog- 
ical standpoint.  The  artistic  sense  is  appealed  to  in  the  decora- 
tion and  proportion  of  parts.  Exercise  in  comparing  and  decid- 
ing was  continually  called  for,  and  splendid  hand  training  accom- 
panies the  whole  lesson.  The  teachers  were  quiet  and  observing, 
but  not  busy  or  worried.  The  lesson  described  above  is  a  clear 
demonstration  of  the  fact  that  when  the  proper  material  is  put 
before  the  child  in  the  right  way,  the  most  of  the  teacher's  work 
is  done.    The  child  will  do  the  rest. 

The  freedom  of  the  kindergarten  from  artificial  demands 
makes  it  possible  to  folow  the  lead  of  the  child's  interests  almost 
completely.  This  is  not  so  easy  in  the  first  grade,  where  the 
demand  is  that  all  do  a  certain  amount  of  reading  in  a  limited 
time.  However,  in  spite  of  this  royal  opportunity  in  the  kinder- 
garten for  pedagogical  procedure,  the  committee  found  a  woeful 
lack  of  purpose  in  too  much  of  the  work.  We  doubt  the  value 
of  what  is  called  "Free  Play  Periods",  where  it  seems  to  be  the 
custom  to  give  each  child  a  set  of  blocks,  sticks,  balls,  or  pictures, 
and  allow  him  to  amuse  himself  for  thirty  minutes  or  more.  The 
result  is  that  nothing  is  accomplished.  There  is  no  interest  after 
the  first  five  minutes,  and  listless  and  purposeless  fooling  fills  up 
the  time.  So,  also,  we  would  criticise  as  not  being  good,  such  work 
a8  cutting  out  with  scissors  various  forms  as  hoes,  spades,  rakes, 
especially  when  the  child  has  no  idea  that  these  forms  are  to  be 
put  to  any  use.  The  small  amount  of  eye  and  hand  training  could 
be  better  secured  in  connection  with  some  live  topic.  The  criti- 
cism is  practically  justified  in  the  lack  of  interest  shown  by  a  class 
doing  such  work. 

Sometimes  the  lesson  is  merely  a  dictation;  or,  again,  the 
teacher  has  done  too  much  for  the  children  in  getting  material 
ready  and  partly  doing  the  work,  so  that  nothing  is  left  for  the 
child  to  discover,  and  his  work  is  purely  mechanical.  Articles 
shown  at  exhibitions  of  childrens'  work  are  often  produced  in  this 
way.  There  is,  however,  no  department  of  our  schools  which 
shows  such  evidence  of  intellip:ent  direction  as  the  kindergarten. 

The  Gifts — Gift  work  was  being  done  in  all  the  schools  vis- 
ited by  the  Gommittee  on  (lifts, — in  some  schools  twice  a  week: 
in  some,  three  times.  Exercises  with  colored  balls,  exercises  in 
building,  picture-laying  and  design  were  observed.     The  childr«^n 


88  PUBLIC     SCHOOLS. 

were  acquiring,  tiirough  the  work,  experience  in  form,  number, 
color,  and  rhythm;  and  the  committee  saw  with  pleasure  that  a 
spirit  of  persistence  was  fostered,  as  well  as  initiative  and  imag- 
ination. 

The  committee  understands  that,  in  some  degree,  the  other 
activities  of  the  kindergarten  have  absorbed  some  of  the  time 
formerly  given  to  the  gifts,  partly  because  these  give  more  oppor- 
tunity for  larger  activities,  and  for  a  more  conspicuous  type  of 
social  activity.  There  are  values  in  the  gift  work,  however, 
w^hich,  if  well  developed,  cannot  be  supplied  with  other  material. 
If  the  children  worked  in  smaller  groups,  a  freer  and  more  active 
kind  of  work  could  be  done,  more  marked  results  could  be  looked 
for,  and  larger  material  could  be  more  easily  used.  The  teachers 
showed  preparation,  and  that  they  realized  to  some  degree  the 
constructive  and  artistic  possibilities  of  the  work,  as  well  as  the 
experiment  and  play  involved.  But,  the  perspective  of  the  exer- 
cises was  not  greatly  felt,  and  a  more  purposeful  growth  of  inde- 
pendent power  in  the  children  should  be  worked  for. 

English — The  sub-committee,  or  group  appointed  to  survey 
the  English  visited  seven  kindergartens,  four  in  the  better  class 
districts  and  the  others  in  the  poorer  class  fmancially.  The  story- 
telling was  well  done  by  the  teachers,  which  was  shown  by  the 
attention  given  and  by  the  furnishing  of  details  by  the  children 
where  the  story  w^as  familiar.  In  each  of  three  kindergartens 
the  children  dramatized  a  story,  using  the  speaker's  words  in 
acting.  In  another,  they  dramatized  one,  acting  as  birds.  The 
kindergartner  corrected  the  mistakes  in  English  made  by  the 
children,  and  the  children  were  very  responsive  to  their  teachings. 

In  the  singing  and  reciting  of  nursery  rhymes,  the  enunciation 
was  clear,  and  the  children  en^joyed  them,  especially  when  individ- 
uals were  selected  to  take  the  parts  of  the  characters.  It  was 
observed  that  in  several  instances,  the  songs  were  too  long, — so 
much  so  that  by  the  time  the  third  verse  was  reached,  tliere  were 
but  few  of  the  children  who  were  familiar  with  the  words.  The 
stories  of  nature  were  made  graphic  by  the  cuttings  and  by  the 
drawings. 

Circle  Work  and  Its  Relation  to  the  Special  Activities  of  the 

Kindergarten. 

The  Circle  Work  began  with  music  from  the  "masters"  to 
quiet  and  bring  the  children  into  a  state  of  harmony.  This  was 
followed  by  a  courteous  greeting  of  each  to  all,  and  by  songs 
chosen  by  the  children  directed  by  the  kindergartner.     The  aim 


REPORT  OF  THE  SUPERINTENDENT.  89 

of  the  songs  was  to  bring  out  the  melody,  correct  time,  and  har- 
monious tones.  The  songs  were  chosen  to  fit  the  seasons,  home 
activities,  nature  study  work,  and  to  develop  patriotic  thought. 
After  the  songs  the  children  gave  their  experience.  The  aim  of 
these  was  to  develop  natural,  free  expression,  create  a  sympathetic 
relationship,  and  a  sharing  of  pleasant  experiences. 

The  subject  of  the  morning  talk  in  many  cases  was  some 
form  of  Nature-study.  In  some  instances  the  illustrated  work 
was  carried  out  in  the  games  and  in  the  table-periods.  It  af- 
forded excellent  opportunity  for  the  development  of  language 
and  the  use  of  English.  In  the  incidental  stories  the  children 
gained  freedom  of  oral  expression  in  their  language  and  got  ideas 
of  enunciation  and  pronunciation. 

The  rhythmic  work  in  the  circle  was  given  with  a  view  of 
developing  concentration,  ear-training,  and  physical  grace.  Many 
forms  of  rhytlimic  work  were  seen;  among  these  were  skipping, 
running,  marching,  galloping,  hopping,  and  Hying.  Some  inter- 
esting phases  were  stick-tapping,  and  junior  orchestras,  in  which 
the  children  played  drums, .  triangles,  bells,  cymbals,  and  tam- 
bourines. Another  interesting  feature  of  the  rhythmic  work  was 
the  simple  folk  dances.  An  example  of  the  cycle  of  plant  life 
was  also  shown  in  the  rhythmic  work. 

The  foundation  of  good  citizenship  was  laid  by  teaching  the 
children  to  take  care  of  the  room,  school  yard  and  premises,  and 
teaching  them  to  respect  public  property  generally. 

Many  nature  and  symbolic  stories  were  dramatized  as  ex- 
emplified by  the  story  of  Persephone,  the  White  Pigeon,  and 
the  Birth  of  the  Butterfly.  In  some  cases  the  children  were  al- 
lowed to  lead  the  march  and  tell  the  stories.  Individual  sing- 
ing was  also  encouraged,  sometimes  without  the  piano.  The  aes- 
thetic sense  was  quickened  by  the  planning  of  garden  beds  in 
which  space  relationship  and  number  work  were  considered. 

Equipment — The  committee  found  the  kindergartens,  on  the 
whole,  to  be  well  equipped.  A  very  small  amount  of  poor  material 
was  in  evidence.  This  was  explained  by  the  teacher  as  having 
been  furnished  some  time  ago.  At  present  the  materials  re- 
ceived are  good  in  (Quality  and  in  color. 

The  location  of  the  kindei'garten  room,  in  several  instances, 
was  in  a  \<'ry  noisy  part  of  tlie  building.  The  noise  caused  by 
outside  influences  was  often  so  great  that  teactiers  and  pupils 
could  not  be  heard.  Thp  Committee  would  therefore  recom- 
mt^nd  that  in   such   cases  th«'  kindergarten   exchange  rooms  with 


90  PUBLIC    SCHOOLS. 

some  other  department  of  the  school, — manual  training  or  house- 
hold arts,  if  possible. 

Edward  F.  Worst,  Chairman. 
Miriam  Del  Banco, 

Principal,  McClellan  School. 
Mary  Greene, 

Principal,  Whittier  School. 
LUMAN    Hewes, 

Principal,  Manierre  School. 
Antoinette  Miller, 

Teacher,  Chicago  Normal  College. 
Alice  O'Grady, 

Teacher,  Chicago  Normal  College. 
Mary  W.  O'Keefe, 

Principal,  Throop  School. 
Helen  H.  Robinson, 

Principal,  Springfield  Avenue. 
Edmund  B.  Smith, 

Principal,  Parkside  School. 
Alma  M.  Willard, 

Principal,  Brownell  School. 
Minnie   M.   Wrisley, 

Principal  Ryder  School. 


REPORI"  OK  TllH  SU  PI-.RI  N'l  MNrJKNT.  91 


READING  IN  ELEMENTARY  SCHOOLS. 

Tlie  committee  appointed  to  make  a  survey  of  Reading  in  the 
Cliicago  Schools  consisted  of  fifteen  members:  seven  principals  of 
Elementary  Schools  and  seven  teachers,  with  the  Supervisor  of 
Household  Arts  as  Chairman. 

The  committee  planned  to  make  its  work  quite  comprehensive, 
so,  in  selecting  schools  to  be  visited  type  schools  considering 
nationality  and  environment  were  selected.  This  seemed  eminently 
fitting  in  a  city  which  received  lifty-four  thousand  emigrants  from 
May  1,  1910,  to  May  1,  1912,  and  in  which  the  Census  of  May  2, 
1912,  shows  that  sixty-three  per  cent  of  the  minors  are  of  foreign 
parentage. 

Seven  groups  of  schools  were  designated,  each  group  made  up 
of  schools  which  presented  similar  problems  so  far  as  heredity 
was  a  factor,  but  situated  in  widely  separated  sections  of  the  city 
so  that  different  methods  of  dealing  with  similar  problems  might 
be  noted.  In  addition  to  this,  at  least  one  other  school  offering  a 
direct  contrast  in  environment  and  inheritance  was  added  to  each 
group.  In  planning  the  work  the  committee  was  divided  into  seven 
sub-committees  of  two  mem.bers  each.  Each  sub-committee  was 
to  visit  one  group  of  schools  and  present  written  reports  to  the 
whole  committee.  This  seemed  a  working  basis  to  enable  the  com- 
mittee to  note  home  conditions,  problems  of  foreign  sections,  con- 
ditions for  and  against  good  school  work  as  well  as  different  meth- 
ods of  dealing  with  similar  difficulties  and  also  to  note  how  great, 
if  any,  differences  in  results  existed  when  conditions  were  widely 
different.  The  plan  was  to  visit  all  the  grades  in  a  school,  the 
committee  thus  moving  along  with  the  child  and  noting  the  excel- 
lencies and  also  the  difTiculties.  The  committee  hoped  also  to  get 
information  concerning  not  only  the  class  reading  which  they  heard 
but  the  formation  of  the  reading  habit.  So  inquiries  were  made 
about  books  owned  and  read  by  the  pupils,  bringing  interesting 
statements  about  treasured  books  owned  and  the  use  of  the  Public 
Library  and  School  and  Church  Libraries. 

During  the  three  weeks  spent  in  visiting,  the  committee  met 
once  each  week  to  hear  and  discuss  the  reports.  So  the  whole 
committee  had  finally  a  very  good  view  of  the  entire  field  surVeyed 
and  can  testify  to  the  value  of  the  survey  in  theii'  own  experience. 

Reading  is  the  most  wide  reaching  acquisition  made  by  the 
child   in  school.     It  i.=5    in   constant   d<'mand   in   all    Iiii»'<  nf  '^tndv. 


92  PUBLIC     SCHOOLS. 

Lifelong  reading  is  by  far  the  most  significant  means  of  making, 
keeping,  and  extending  his  acquaintance  with  the  world  and  of 
entering  into  his  human  heritage.  No  other  study  demands  or 
deserves  more  careful  consideration  or  more  wisely  elaborated 
plans. 

The  paramount  importance  of  the  subject  of  Reading  in  first 
grade  and  the  consequent  need  there  of  specially  gifted  teachers, 
makes  it  fitting  to  deal  with  the  subject  in  first  grade  by  itself. 
The  lowest  first  grade  room  as  well  as  the  A  first  was  visited,  the 
aim  being  to  see  what  was  done  and  how  the  result  was  obtained. 
Our  visit  was  made  at  the  beginning  of  the  eighth  school  month, 
so  the  majority  of  the  children  we  heard  reading  in  this  grade  had 
been  in  school  not  more  than  seven  months  and  many  of  them  a 
much  shorter  time.  Few,  if  any,  were  able  to  read  at  all  when 
they  entered  school.  Many  came  speaking  a  foreign  tongue,  a 
st^ll  larger  number  from  homes  where  no  English  is  spoken. 

First  Grade  Teacher — It  is  very  diflicult  to  separate  the  first 
grade  teachers  from  the  first  grade  children.  Any  statement  so 
often  insists  upon  including  both.  Culling  from  the  reports  the 
majority  are  characterized  as  excellent,  working  enthusiastically, 
aiming  to  get  the  children  to  love  to  read,  creating  the  happy  at- 
mosphere in  which  little  children  have  a  right  to  live;  the  only 
atmosphere  in  which  they  can  rightly  develop.  In  schools  in  for- 
lorn neighborhoods  we  found  forceful,  magnetic  teachers,  opti- 
mistic, interested,  enthusiastic;  missionaries  as  well  as  teachers, 
misaionaries  with  love  and  sympathy. 

Reading  Poiver  of  First  Grade  Children — Here  a  few  distinct 
classifications  are  possible. 

Class  A — Emphasis  was  placed  upon  thought  getting.  Teach- 
ers and  children  really  studied  together.  After  the  children  had 
conquered  the  difiiculties  they  read.  Children  went  always  from 
the  new  word  to  the  familiar  for  help.  They  had  acquired  this 
habit  of  study  and  were  thus  early  able  to  help  themselves.  In- 
terest was  keen:  children  dramatized  and  lived  the  stories  with 
their  book  friends.  There  was  a  splendid  spirit;  a  quiet,  inter- 
ested atmosphere  of  industry.  Teachers  had  succeeded  in  their 
aim: — "to  get  children  to  love  to  read." 

It  was  a  great  pleasure  to  hear  these  little  people  rea<l,  enunci- 
ating clearly  and  making  a  most  successful  effort  to  have  their 
listeners  understand  and  enjoy  the  stories  that  were  so  interesting 
to  them. 

Class  B — Teacher  worked  in  sympathy  with  the  interests  of 
the  children  (many  with  little  English^  and  sought  to  organize 
and  deepen  their  impressions  by  relating  them  to  their  past  experi- 


REPORT  OF  THE  SUPERINTENDENT.  93 

ences.  Stories  were  dramatized,  reproduced  in  free  hand  drawing 
and  paper  cutting.  Getting  thought  from  the  printed  page  and 
expressing  it  were  well  done.  Through  their  knowledge  of  phonics 
children  had  the  ability  to  readily  master  new  words  in  sight  read- 
ing. Children  read  so  listeners  easily  got  the  thought  and  enjoyed 
it.  Amount  of  reading  done  was  comparatively  meager.  Enuncia- 
tion, interpretation,  articulation  were  excellent.  That  which 
pleased  most  was  the  joy  they  seemed  to  get  in  their  reading. 

Class  C — Work  began  with  interesting  jingles  and  stories  from 
which  a  small  reading  vocabulary  was  acquired.  Then  followed 
word  building  through  phonics  most  enthusiastically  taught  and 
endorsed  by  the  teacher.  Children  have  already  read  many  First 
Readers. 

Class  D — Children  knew  little  English.  Development  of 
thought  through  interest  in  the  subject  matter  was  subordinated 
largely  to  identification  of  sound,  syllable,  and  word.  After  much 
labor  and  trouble  the  children  expressed  orally  the  printed  page 
with  certainly  but  meager  comprehension  of  the  meaning.  With 
such  children  object  teaching  should  be  used.  The  image  of  the 
thing  should  be  theirs  and  then  the  name  word. 

In  contrast  to  this  group  the  committee  saw  rooms  with  ten 
or  more  nationalities  where  great  interest  and  enthusiasm  were 
manifested.  Charts  had  been  made  by  the  teacher  to  suit  the 
needs  of  her  special  pupils.  There  was  good  enunciation— thought 
the  real  interest — but  mechanics  were  carefully     attended  to. 

Class  E — Happily  a  small  class.  Children  read  again  and  again 
the  same  sentence,  the  same  weary  story.  Children  had  no  power 
to  help  themselves. 

Other  Primary  Grades — There  was  much  excellent  work  con- 
tinuing the  good  work  done  in  first  grade.  It  is  food  for  thought 
that  often  the  excellent  and  most  ordinary  teaching  is  done  in 
adjoining  rooms  in  the  same  schools,  these  sometimes  being  rooms 
of  the  same  grade. 

Class  A — The  careful  handling  of  the  matter  of  emphasis  and 
inflection  in  the  second,  third  and  fourth  grade  rooms  in  this  group 
deserves  note.  The  mechanical  inflection  which  poorly  taught 
children  of  these  grades  exhibit,  is  well  nigh  absent  here.  Common 
problems  of  the  subject: — pronunciation,  enunciation,  are  care- 
fully and  intelligently  handled.  Though  subordinated  to  the  mas- 
tery of  thought,  the  formation  of  the  art  has  received  careful 
attention,  making  for  refinement  and  control.  All  work  is  pre- 
sented with  intent  to  make  vivid  to  the  children  the  content  and 
then  have  them  express  it.  The  teacher  asked  important  ques- 
tions.    Thp   answers  were   found   just  before    them.     They   read 


94  PUBLIC     SCHOOLS. 

silently,  then  orally.  Work  was  well  done.  The,  teacher  gave  a  few 
minutes  valuable  work  with  alliterative  lines.  Some  of  the  diffi- 
culties they  yet  had  to  conquer  were  on  the  board  for  special 
drill.  Two  important  points  in  progress:  (a,  to  recognize  a  weak- 
ness; (b;  to  proceed  persistently  to  change  it  to  strength. 

Class  B — Oral  reading  was  marred  by  poor  position  and  indis- 
tinct tones,  but  the  children  were  interested  in  the  stories  and 
showed  they  enjoyed  them.  These  children,  with  a  little  higher 
standard  in  the  teacher's  mind,  might  easily  have  been  added  to 
Class  A. 

Grammar  Grades — The  committee  reports  finding  much  most 
excellent  work  in  Reading  in  these  grades. 

Little  inane  material  is  used  and  none  need  be.  The  range 
of  choice  in  these  grades  is  wide.  The  subject  matter  dealt  with  is 
attractive.  It  is  wholesome  and  much  of  il  difTicult.  but  not  be- 
yond the  pupils'  grasp. 

Class  A — The  good  training  in  distinct  enunciation  begun  in 
the  lower-  grades  has  been  continued  so  that  liere  the  habit  seems 
established  and  <'lf'ar,  distinct  enunciation  in  reading  is  without, 
conscious  etTort.  There  is  nolhing  artificial  in  this  oral  reading. 
It  is  a  fiaturai,  intelligent  interpretation  of  the  text  so  given 
that  the  listeners  enjoy  it.  They  read  with  a  joy  and  spirit  which 
indicates  that  reading  gives  them  pleasure  as  well  as  information. 
No  affected  mannerisms  here:  they  have  been  banished  to  keep 
company  with  the  hesitating,  incoherent  style  sometimes  observed. 
Difficult;  passages  w^ere  intelligently  commented  upon.  Discussion 
was  varied  and  deductions  were  not  superficial.  They  read  poetry 
and  prose  with  equal  power.  These  satisfactory  results  are  very 
generally  attained  in  many  districts  and  the  standards  there  set 
are  spreading.  The  teacher  enters  into  the  work  with  broad  sym- 
pathy and  the  development  shows  her  success.  The  children  get 
the  thought  from  the  printed  page  and  with  it  a  knowledge  of 
and  delight  in  some  of  the  beautiful  things  in  literature. 

Class  B — Some  seventh  and  eighth  grade  classes  were  reading 
too  rapidly,  with  indistinct  enunciation  and  little  expression.  This 
makes  of  oral  reading  a  failure,  its  only  purpose  where  there  is  an 
audience  being  to  reach  that  audience.  Failing  to  read  clearly  with 
correct  pronunciation,  and  showing  he  has  grasped  the  author's 
meaning,  the  reader  fails  to  reach  his  listeners.  These  children 
w^ere  permitted  to  express  themselves  hurriedly  and  their  tone  and 
enunciation  as  a  result  did  not,  bear  out  the  prophecy  one  would 
be  forced  to  make  in  visiting  the  first  five  grades  in  the  same 
schools. 

The  introduction  of  other  heavy  subjects  in  the  upper  grades 


REPORT  OF  THE  SUPERINTENDENT.  95 

> 

no  doubt  causes  a  shifting  of  the  teacher's  interest,  so  sometimes 
the  emphasis  that  is  put  on  expression,  tone,  enunciation  and  pro- 
nunciation in  lower  grades  is  allowed  to  lapse.  This  shows  not 
only  in  the  reading  but  in  other  recitations  and  is  a  defect. 

To  lead  children  to  think  is  fundamentally  important  but  the 
expression  of  thought  in  effective  oral  speech  is  also  of  great  value. 
Many  teachers  succeed  in  doing  both  in  the  Reading  and  in  so 
doing  accomplish  a  great  work  for  their  pupils. 

Class  C — Two  reports  of  visits  to  schools  receiving  many  non- 
English  speaking  pupils  are  important. 

(a)  Reproduction  showed  most  unexpected  comprehension  of 
the  beautiful  poem  being  studied.  The  reading  was  a  simple 
straightforward  effort  to  secure  for  these  children  a  working 
knowledge  of  the  English  language.  This  endeavor  was  attended 
with  remarkable  success.  The  committee  never  heard  more  in- 
telligent reading  in  any  school  and  never  saw  greater  interest 
or  more  unforced  attention. 

(b)  Stolidity  manifest;  material  uninteresting.  Teachers' 
elucidation  of  the  lesson  consisted  in  having  children  look  up 
in  the  vocabulary  in  the  back  of  the  book  the  words  they  did 
not  understand  and  leaving  them  to  make  the  application. 

Class  D — This  class  is  made  up  of  an  occasional  room  here  and 
there. 

(a)  Some  reading  too  loud  with  note  of  strain  in  the  voice. 

(b)  Joy  of  reading  spoiled  by  too  much  analysis  and  too 
much  repetition  by  the  teacher. 

(c)  Precious  time  being  wasted  reading  aloud  reams  of  ma- 
terial containing  little  information.  This  also  where  each  child 
was  provided  with  a  book  and  was  faithfully  gazing  at  it.  The 
sets  of  books  so  used  contained  material  quite  within  the  study 
range  of  the  grade.  A  wiser  treatment  of  such  "information" 
readers  prevails  in  most  schools: — rapid  silent  reading,  ques- 
tions that  point  the  essential,  possibly  a  few  pertinent  sen- 
tences read  aloud. 

Silent  Reading — Since  through  newspapers  and  books  we  are 
eternally  busy  with  silent  reading  the  committee  was  pleased  to 
note  the  attention  it  received.  From  first  grade  up  we  found  an 
effort  made  to  have  at  hand  books  to  be  read  silently  by  indi- 
vidual pupils  as  occasion  offered.  Even  some  first  grade  rooms 
have  a  cosy  reading  corner.  When  necessary  work  is  finished  the 
children  may  use  these  books  until  next  class  exercise  begins. 
We  observed  during  our  survey  in  a  class  of  about  thirty-five 
pupils  each  child  reading  from  a  different  book.     By  exchanging 


UG  PUBLIC    SCHOOLS. 

these  books  during  the  course  of  the  year  each  member  of  the 
class  reads  them  all.    The  interest  was  unusual. 

Supervised  silent  reading  where  information  alone  is  sought 
is  the  best  means  for  securing  the  thought  from  the  text  and  for 
developing  the  ability  to  study.  Histories,  Geographical  Head- 
ers and  other  information  books  are  best  used  in  this  way.  The 
committee  found  many  rooms  in  which  this  treatment  prevailed. 

Methods — "Some  fortunate  children  have  learned  to  read 
without  any  method.'"  The  plan  of  using  phonics  first  which  the 
committee  sometimes  found,  is  not  commended.  It  is  too  nearly 
related  to  the  discarded  alphabet  method.  Knowledge  of  phonics 
should  grow  out  of  observation  and  comparison  of  similarities  in 
the  words  already  learned,  enabling  the  child  to  apply  what  he 
has  learned  when  he  meets  new  words.  This  requires  drill.  The 
work  done  in  first  grade  must  be  systematically  added  to  in  second 
and  third.  There  is  happily  little  beginning  with  the  so-called 
mechanics  of  reading  so  that  at  some  future  time  the  children  may 
have  some  pleasure  in  reading. 

From  first  to  eighth  grade  the  method  that  brought  results 
worth  while  began  with  interest  in  the  subject  matter,  and  con- 
quered pronunciation,  enunciation,  and  expression  in  order  to  m- 
terpret  the  thought  to  the  student  and  to  the  listener.  To  make 
the  listener  hear,  understand,  and  enjoy  was  made  the  object  of  the 
best  oral  reading  and  the  readers  success  was  measured  by  his 
ability  to  do  this. 

Dramatization — Among  the  many  methods  used  to  make  real 
the  literature  studied,  dramatization  deserves  special  mention. 
There  is  no  school  that  does  not  make  some  use  of  it;  many  schools 
use  it  in  a  number  of  grades,  and  a  few  use  it  intensively  in  all 
grades.  Several  sub-committees  report  most  favorably  on  the 
work  observed.  They  believe  it  enables  the  child  to  understand 
better  and  to  appreciate  real  literature  and  increases  his  power 
to  share  with  others,  by  means  of  fitting  oral  expression,  the  pleas- 
ure and  profit  thus  derived.  In  presenting  the  exact  words  of 
another  he  feels  and  enters  into  the  personality  of  that  one  and 
forgets  himself.  Self-consciousness  is  the  bane  of  school  life  and 
this  helps  free  him  from  it. 

In  the  lower  grades  the  children  are  encouraged  to  speak  and 
act  just  as  they  suppose  the  characters  of  whom  they  read  must 
have  done.  Each  child  is  allowed  to  give  his  own  interpretation, 
but  the  teacher,  by  pertinent  questions,  assists  him  to  get  the  cor- 
rect undersanding. 

Dramatization  in  every  grade  begins  with  the  reading  of  the 
play  as  a  regular  reading  lesson.  Certain  scenes  are  committed 
to  memory  and  recited  in  concert.    This  is  admirably  done: — the 


REPORT  OF  THE  SUPERINTENDENT.  97 

intonation,  voice-quality,  enunciation,  pronunciation,  and  expres- 
sion receiving  due  attention.  Different  members  of  the  class  are 
then  called  upon  to  impersonate  the  different  characters,  great 
freedom  of  interpretation  being  allowed.  If  the  play  is  to  be 
staged,  the  children  usually  select  the  cast,  and  soon  display  good 
judgment  and  discrimination  in  making  their  choice. 

The  committee  found  exceptionally  fine  work  in  a  Fifth  Grade 
Glass  that  was  handling  an  entirely  new  lesson  in  the  Howe  Fifth 
Reader  and  foUowiiig  this  by  rendering  a  scene  from  Julius  Gaesar. 
One  would  really  have  to  see  it  to  believe  children  capable  of  the 
truly  dramatic  touches,  the  artistic  finish  this  work  makes  pos- 
sible. 

Other  direct  results  of  this  work : 

(a)  Ability  to  read  and  comprehend  the  text  books  in  other 
subjects. 

(b)  Interpretation  furnishes   opportunities   for  originality 
and  initiative  in  written  English. 

(c)  Gultivates  the  use  of  clear,  clean-cut  enunciation. 

(d)  Furnishes  opportunities  for  lessons  in  ethics  and  morals 
that  make  for  character  building. 

Memorized  Literature — These  boys  and  girls  we  have  been 
visiting  range  in  age  from  six  years  to  thirteen,  fourteen  and  fif- 
teen. We  need  to  remember  what  children  they  are  and  yet  how 
much  of  all  their  future  depends  upon  what  they  learn  to  do  and 
to  love  in  these  years. 

The  committee  was  delighted  to  see  the  general  use,  in  con- 
nection with  the  work  in  Reading,  made  of  the  Memorized  Litera- 
ture which  for  some  years  has  been  a  valued  requirement  in  our 
Course  of  Study.  Much  of  this  work  is  done  in  concert  and  is 
inspiring.  Its  value  is  second  only  to  that  of  our  Assembly  Sing- 
ing. The  teachers  lead  their  pupils  to  understand  and  interpret 
the  author  with  dramatic  effect  whether  the  selection  is  thrilling, 
sad,  or  amusing.  Many  schools  have  incorporated  in  this  a  wise 
use  of  old  standard  Reading  Book  classics.  A  few  years  ago  these 
seemed  threatened  with  oblivion.  A  critical  and  repressive  taste 
held  them  too  trite  and  bombastic.  But  now  they  seem  to  be  en- 
joying a  well  deserved  renaissance  and  we  recognize  their  great 
educational  value.  There  can  be  no  doubt  of  the  effect  on  the 
youthful  mind  of  such  soul  stirring  selections  as  "The  Charge  of 
the  Light  Brigade,"  the  thrilling  story  of  "Spartacus,"  and  the 
patriotism  inspired  by  the  "Speech  of  Patrick  Henry." 

Readim  Material  for  Class  Work — Suitable  material  is  of  vital 
importance  if  we  are  to  teach  our  children  to  read  in  the  truest 
sense,  to  love  to  read,  to  come  into  the  companionship  of  the  best 
minds  the  world  has  known.    Reading  material  of  this  character. 


98  PUBLIC     SCHOOLS. 

available  in  the  Chicago  schools  today,  is  abundant.  The  excellent 
work  done  in  Reading,  including  in  this  not  just  oral  expressson 
but  all  that  the  pupil  gains  from  this  subject,  is  due  in  part  to 
the  material  available  and  the  way  it  is  supplied.  The  "Howe 
Readers"  are  raising  the  standard  of  reading  in  the  grades.  Once, 
sets  of  books  were  sent  to  the  schools  because  some  one  thought 
or  had  been  told  they  were  suitable  for  some  children  somewhere 
in  a  certain  grade  and  so  must  of  necessity  be  best  for  all  the 
children  in  that  grade  every w^here.  Now,  the  amount  of  money 
yearly  allotted  per  pupil  for  each  school  for  Supplementary  Read- 
ers is  spent  for  books  selected  by  the  people  who  know  the  needs 
of  the  individual  schools: — the  principal  and  interested  teachers. 
Their  selection  is  made  from  lists  approved  by  the  Board  of 
Education,  a  list  that  may  be  increased  from  time  to  time  as  other 
suitable  books  are  recommended.  The  breadth  of  this  choice  is 
shown  in  the  summary  of  our  Supplementary  Reading  list  here 
given : 
Grade.  No.  Books. 

r 137 

II 128 

III 140 

Subject.  Gr.  IV.    Gr.  V.     (ir.  VI.     Gr.  VII.     Gr.  VIII. 

Art 6  4  5  3  5 

Geography 13  39  42  32 

History  and  Civics..       20  53  35  63  58 

Literature lOt  95  96  52  69 

Nature  Study   24  12  12  9  10 

German ..  3  3  5 

The  Reading  Habit — It  is  not  just  imi)ortant  that  a  child 
read  a  book.  He  should  read  a  right  book.  The  reading  habit  is 
not  in  itself  of  great  value.  It  may  readily  degenerate  into  a  form 
of  dissipation  to  be  deplored.  The  school  is  working  earnestly  to 
lead  the  children  to  form  the  habit  of  reading  good  books.  Each 
new  school  opened  is  allowed  one  hundred  dollars  by  the  Board  of 
Education  for  a  school  library.  These  one  hundred-fifty  or  two 
hundred  books  are  a  fine  beginning  and  ways  are  often  found 
of  adding  to  the  number.  The  accredited  list  from  which  the  books 
must  be  selected  numbers  about  seven  hundred.  Some  rooms  even 
in  first  grade  are  proud  owners  of  an  individual  school  library. 
In  other  rooms  they  are  learning  to  find  the  right  material  in  the 
Daily  Papers  by  making  Supplementary  Readers  for  themselves. 
They  are  gathering  all  the  articles  they  can  find  on  certain  topics, 
for  example: — Civics  and  Nursery  Rhymes.  Many  teachers  go 
to  the  Public  Library  and  personally  conduct  the  selection  of  the 
fifty  books  for  their  pupils  in  order  to  be  sure  the  books  are  so 


REPORT  OF  THE  SUPERINTENDENT.  99 

suitable  and  attractive  that  tlie  children  must  read  them.  The 
attitude  of  the  Public  Library  is  a  great  help.  Boxes  containing 
lifty  books  may  be  selected  by  teacher  or  librarian  and  sent  to 
the  school.  The  Young  People's  List  contains  books  on  hun- 
dreds of  subjects,  both  instructive  and  recreative.  In  the  schools 
today  there  are  over  twenty-five  thousand  volumes  from  the  Pub- 
lic Library.  The  Board  of  Education  provides  for  the  transporta- 
tion and  the  teachers  or  principals  are  responsible  for  their  care. 
The  department  has  had  few  losses  since  it  was  in  operation. 
The  books  may  be  retained  five  months  and  then  renewed  if 
desired.  When  needed  to  teach  a  special  subject  a  list  on  that 
subject  may  be  sent  the  librarian.  These  books  may  be  kept  for 
six  or  eight  weeks.  If  tiie  particular  books  needed  are  not  in  "The 
Young  People's  Finding  List"  they  are  drawn  from  the  general 
circulating  department  and  sent  to  the  schools. 

Many  of  the  small  parks  have  library  centers  which  serve 
children  and  their  parents.  Each  one  has  a  librarian  whose  busi- 
ness as  well  as  pleasure  it  is  to  help  the  boys  and  girls  in  getting 
material  for  daily  work.  Oftentimes  the  teacher  urges  them  to  go 
to  a  center  for  the  required  information  and  frequently  goes  with 
them.  If  the  books  are  not  readily  obtained  the  childj'en  arc  as- 
sisted by  the  librarian,  and  soon  become  independent  in  getting 
what  is  needed.  Many  go  daily  to  read  for  themselves.  They  en- 
joy the  storyteller  sometimes  found  there,  and  when  the  stories 
are  heard  they  are  often  anxious  to  read  them.  This  greatly  im- 
proves the  amount  and  value  of  home  reading.  Here  must  be  men- 
tioned the  school  rooms  maintained  in  the  loop  district  by  th.> 
Board  of  Education  for  adults  who  wish  to  learn  to  read.  Many 
men  and  a  few  women  who  have  a  little  leisure  in  the  day  time 
and  who  are  anxious  to  learn  to  read  and  speak  English  avail 
themselves  of  this  opportunity.  They  come  and  go  just  as  their 
work  permits.  Some  attend  half  a  day.  many  but  an  hour  a  day, 
while  others  are  there  all  day  for  a  few  weeks  at  a  time  It  is  a 
.splendid  opportunity  to  offer  and  we  saw  about  one  hundred  earn- 
est people  availing  themselves  of  the  privilege.  One  of  the  very 
attractive  reasons  for  their  presence  there  is  that  they  may  b^^ 
able  to  pass  the  test  and  receive  their  naturalizntion  papers. 

Summary — The  sub-divisions  with  which  the  committee  start- 
ed out  would  not  remain  group  divisions  now  in  the  light  of  the 
knowledge  acquired  in  the  survey.  At  first  these  divisions  were 
separated  by  parallel  lines,  so  many  schools  in  a  group.  If  these 
schools  were  now  placed  on  a  map  and  reading  lines  arranged 
similar  to  the  lines  on  the  weather  bureau  maps,  the  resulting 
map  would  look  as  this  same  weather  map  looks  on  some  freak 
t^^mperature  day.     One  of  these  lines  passes  through  rooms  con- 


100  PUBLIC    SCH(X)LS. 

taining  books  from  the  Public  Library  which  the  children  are  read- 
ing eagerly.  These  books  are  all  the  kind  they  like  as  well  as 
the  kind  they  ought  to  read,  because  Teacher  has  spent  the  neces- 
sary hours  at  the  library  to  make  sure  she  had  the  right  books. 
This  line  would  sometimes  have  to  leave  out  a  neighbor  teacher 
who  is  sure  these  pupils  would  not  understand  or  try  to  read 
library  books.  Another  line  exhibits  most  wonderful  contortions 
and  finally  shows  strange  omissions.  The  line  of  highest  approval 
would  pass  through  the  best  our  most  favored  districts  can  show 
and  circle  to  include  some  rooms  in  a  far-away  school  of  which 
the  committee  said:  "We  began  with  little  foreigners  into  whose 
lives  little  sunshine  seemed  to  have  entered,  with  no  glimpse  of 
American  ideals  and  finished  with  a  homogeneous  body  of  alert, 
interesting,  normal  American  children,  reading  fiuently,  with  en- 
joyment and  appreciation,  so  their  reading  was  a  pleasure  to  the 
listeners." 

Ida  M.  Cook,  Chairman. 

Walter  H.  Com  stock, 

Prin.  Shakespeare  School. 

ADFilAN   M.   DOOLIN. 

Prin.  Webster  School. 
Etta  Q.  Oee. 

Prin.  Franklin  School. 
Mary  E.  C.  Lyons, 

Prin.  Henry  School. 
Daniel  F.  O'Hearn, 

Prin.  Corkery  School. 
Kate  A.  Reedy. 

Prin.  Columbus  School. 
Elizabeth  H.  Sutherland, 

Prin.  Barnard  School. 
Bessie  J.  Hanna, 

Teacher  Household  Arts. 
Mabel  E.  Hiogs, 

Teacher  Household   Arts. 
Winifride  .Joyce, 

Teacher  Household  Arts. 
Stella  M.  Launer, 

Teacher  Household  Arts. 
Anna  L.  Lodge, 

Teacher  Household  Arts. 
Theresa  Ropp, 

Teacher  Household  Arts. 
Florence  G.  Rutherford, 

Teacher  Household  Arts. 


REPORT  OF  THE  SUPERINTENDENT.  iOl' 


SPELLING. 

The  Committee  had  hoped  to  visit  about  one  hundred  schools, 
but  was  obliged  to  limit  its  investigations  to  forty-six  different 
schools. 

The  plan  agreed  upon  was  as  follows : 

1st — To  prepare  a  Questionaire  to  be  filled  out  by  the  principal 
or  teachers  of  each  school  showing  the  method  of  teaching  and  of 
studying  spelling. 

2nd — A  list  of  detached  words  to  be  pronounced  to  classes  of 
pupils  in  the  fifth,  sixth,  seventh  and  eighth  grades. 

3rd — A  selected  dictation  lesson  to  be  read  to  the  pupils  and 
the  words  marked  for  spelling. 

4th — An  original  composition  of  ten  or  twelve  lines  to  be 
written  by  the  pupils  upon  any  subject  they  might  choose,  the 
words  misspelled  to  be  counted. 

We  submit  herewith  these  various  tests  as  prepared  and  made 
in  all  these  forty-six  schools,  with  the  tabulation  of  results  and 
some  comments  upon  the  same : 

QUESTIONNAIRE. 
A. 

SPELLING  PERIOD  OR  RECITATION. 

1.  Do  you  have  a  regular  spelling  period  upon  the  room  pro- 
gram? 

2.  In  what  grades  do  you  not  have  such  program  for  spelling? 

3.  In  what  grades  is  the  spelling  written? 

4.  In  what  grades  is  the  spelling  oral? 

5.  If  both  oral  and  written,  what  portion  of  the  drill  is  oral? 

6.  Is  syllabication  used  in  oral  spelling? 

7.  Is  word  analysis  part  of  the  oral  work  (phonics  and  word 
building)  ? 

8.  Selection  of  words : 

a.  Book  in  the  hands  of  the  children? 

b.  Lists  of  words  selected  from  other  lessons? 

c.  If  (b)  what  subjects? 

d.  If  (b^  are  lists  passed  on  from  grade  to  grade? 


102  PUBLIC     SCHOOLS. 

B. 

STUDY  PERIOD. 

1.  In  studying  the  lesson  are  the  words  written  by  the  chil- 
dren? 

2.  If  written,  (a)  is  each  word  written  a  number  of  times? 

(b)   is  the  whole  list  written  and  then  re-written? 

3.  Are  the  children  asked  to  select  from  the  lessons  the  words 
they  think  most  difficult  and  give  special  attention  to  them? 

4.  Are  they  asked  to  concentrate  on  the  difficult  part  of  the 
word? 

5.  Do  the  children  study  the  syllabication  of  words? 

6.  Is  there  any  study  of  the  rules  of  spelling? 

7.  Is  any  use  made  of  the  dictionary  in  the  study  of  spelling? 

8.  Are  the  cliildren  asked  \o  give  the  meaning  of  the  words 

(a)  By  definition? 

(b)  By  writing  them  in  sentences? 

9.  Is  the  spelling  lesson  ordinarily  assigned  for  home  work? 

The  results  from  this  Questionnaire  for  the  forty-six  schools 
are  tabulated  as  follows: 

A. 

Question.  Yes.        No.        Indefinite. 

1    44  1  1 

2  (1st  Grade) 7 

(1-2)   7  0  32 

3  (2-8)    19 

(3-8)    22 

(4-8)    5 

4  (all)    30 

(1-2)    11 

(1-5)    3  ..  2 

5  (Va)    16 

(1/3)    10 

(^)    3 

(1/5)   5  ..  12 

6 43  2  1 

7   41  2  3 

8a 10  23  13 

8b 37  1  8 

8c  (all)    35  3  8 

8d 14  24  8 


REPORT  OF  THE  SUPERINTENDENT.  103 

Question.  Yes.  No.  Indefinite. 

1   29  10  7 

2a  11  25  10 

2b 18  20  8 

3   21  5  10 

4 38  5  3 

5   43  2  1 

6 34  5  7 

7    42  2  2 

8a 34  2  ip 

8b   37  6  3 

9   17  24  5 

*The  large  number  in  the  Indefinite  commn  may  be  partly 
explained  by  the  fact  that  some  schools  apply  the  questions  to  cer- 
tain few  grades,  and  not  to  all  and  the  answers  could  not  be  easily 
carried  out  in  detail. 

The  above  tabulation  may  suggest  a  number  of  things.  Your 
committee  calls  attention  to  only  a  few,  viz. : 

The  answers  to  questions  A,  1,  2  and  3  show  conclusively  that 
the  schools  almost  without  exception  give  daily  drill  in  spelling. 
This  is  not  in  accord  with  many  statements  that  have  been  made  in 
interviews  and  press  reports.  Nevertheless,  we  are  satisfied  that 
the  answers  from  the  schools  represent  the  roal  facts. 

The  answers  to  questions  A,  4  and  5  show  that  an  unexpectedly 
large  proportion  of  the  time  is  given  to  oral  spelling.  This  again 
is  contrary  to  the  preconceived  notions  of  many  critics. 

The  answer  to  question  A,  6,  shows  that  general  attention  is 
given  to  the  recognition  of  syllables  in  the  spelling  of  words.  This 
may  be  compared  with  B,  5. 

The  answer  to  question  A,  8,  must  be  read  with  the  fact  in 
mind  that  for  the  past  year  no  spelling  book  has  been  authorized 
for  use  in  the  schools.  We  leave  to  those  interested  the  deduction 
of  further  inferences  from  these  tables. 

]*art  of  the  plan  was  the  spelling,  in  writing,  of  a  list  of  se- 
lected words.  These  words  were  generally  pronounced  by  the 
room  teacher  with  whose  voice  and  pronunciation  the  children  ai'e 
accustomed.  The  word  lists  were  prepared  and  approved  by  the 
whole  committee  and  W(M'(»  selected  with  a  view  to  obtaining  a 
fairly  reprfsentative  list  that  should  come  witliin  the  pupil's 
school  vocabular>'. 

A  request  was  sent  to  some  twenty- five  business  firms  asking 
for  a  list  of  twenty-five  words  each,  which   it   was  thought  the 


104 


PUBLIC    SCHOOLS. 


pupils  of  the  seventh  and  eighth  grades  should  be  able  to  spell. 
The  business  houses  represented  almost  as  many  kinds  of  business 
as  there  were  requests.  To  these  requests  five  firms  very  kindly 
sent  replies.  An  analysis  of  these  replies  is  interesting  and  helps 
to  explain  why  pupils  are  found  defective  in  spelling  when  they 
seek  employment  in  the  various  establishments.  Each  business 
Sfems  to  have  its  own  vocabulary  very  much  as  each  science,  or 
art,  or  profession  has  its  peculiar  vocabulary.  No  child  should  be 
expected  to  be  master  of  so  many  vocabularies.  These  contribu- 
tions contain  a  total  of  118  different  words  out  of  a  possible  125- 
Suppose  we  had  obtained  one  hundred  such  lists;  at  the  same  ratio 
we  should  have  2,360  different  words  out  of  a  possible  2,500,  a 
very  small  proportion  of  which  are  within  the  pupil's  ordinary 
conversational  vocabulary.  It  is  the  opinion  of  your  committee 
tliat  this  experience  should  discount  very  considerably  the  com- 
plaints said  to  emanate  from  the  business  houses  concerning  the 
inability  of  pupils,  fresh  from  the  schools,  to  spell  in  terms  of 
tlieir  employer's  business.  A  similar  experiment  was  recently 
made  in  the  city  of  Philadelphia,  and  the  results  were  equally  gug- 
g<}stive. 

The  lists  received  were  incorporated,  in  part,  in  the  test  list 
made  up  for  the  grades.  The  following  are  the  words  given  to  the 
various  grades  with  statements  as  to  the  number  of  pupils  tested. 
(Whole  classes  were  tested,  and  in  no  case  were  selected  pupils 
examined  or  excused.)  The  averages  made  are  expressed  in  per 
cents. 

SPELLING  LISTS. 

Fifth,  and  Sixth  Grades. 


Arithmetic 

Export 

Population 

Thought 

Answered 

Expression 

People 

Thursday 

Adventures 

Example 

Question 

Valley 

Bitterness 

Erase 

Relative 

Village 

Banana 

Fraction 

Sentence 

Vegetable 

Butcher 

Geography 

Square 

Wednesday 

Chimney 

Honest 

Surface 

Washington 

Climate 

Illinois 

Month 

Wigwam 

Country 

Invitation 

Measure 

Yesterday 

Doctor 

Kitchen 

Piano 

Young 

District 

Language 

Product 

Pickle 

Dollar 

Million 

Proof 

Distance 

Minute 

Truant 

REPORT  OF  THE  SUPERINTENDENT. 


105 


Seventh   Grade. 


Accident 

Annually 

Attention 

Audience 

Breakfast 

Business 

Character 

Citizen 

Courteous 

Debtor 

Delicate 

Dictionary 

Disease 


Acquaintance 

Alleys 

Appreciate 

Benefited 

Calendar 

Certificate 

Changeable 

Committee 

Companion 

Competent 

Convenient 

Courtesy 

Curable 


Envelope 

Exactly 

Exercise 

Extremely 

Foreigner 

Furniture 

Governor 

Grammar 

Happiness 

Knowledge 

Lettuce 

Library 

Magazine 

Eighth 

Decision 

Definite 

Diphtheria 

Disappoint 

Dismissal 

Endeavor 

Engineer 

Especially 

Excellent 

Explosion 

February 

Fourteen 

Garage 


Messenger 

Neighbor 

Occupy 

Pacific 

Permission 

Petition 

Plumber 

Prairies 

President 

Receipt 

Respectfully 

Rheumatism 

Separate 

Grade. 

Graduation 

Illustrate 

Necessary 

Obedience 

Occasion 

Official 

Operation 

Patriotism 

Photograph 

Physician 

Principal 

Privilege 

Receiving 


Signing 

Similar 

Sincerely 

Telephone 

Territory 

Truly 

Umbrella 

Vegetable 

Visible 

Weather 

Wednesday 


Recognize 

Resemblance 

Secretary 

Sensible 

Signature 

Stenographer 

Sufficient 

Suspicious 

Thermometer 

Analysis 

Apprentice 


It  is  impossible  to  deal  with  tests  of  this  character  with- 
out confronting  the  inherent  weakness  and  illusiveneas  of  the  doc- 
trine of  averages.  It  does  not  do  justice  and  never  can  do  justice 
in  dealing  with  human  beings.  If  the  requirement  for  police  serv- 
ice were  a  minimnm  height  of  five  feet,  the  inspector  would  not 
receive  one  man  measuring  six  feet  and  another  measuring  four 
fer4.  saying  that  their  average  is  five  feet.  If  one  boy  had  just 
come  from  the  table  as  full  as  he  could  be  and  another  boy  had 
been  without  food  for  twenty-four  hours,  we  would  not  say  that 
the  average  hunger  is  only  half,  and  therefore,  both  could  wait  for 
another  half  day:  and  yet,  this  is  the  way  we  average  results  and 
estimate  individuals  in  educational  tests.  Perliaps  it  is  the  best 
measure  we  have,  but  it  is  certainly  very  unsatisfactory.     In  these 


106  PUBLIC     SCHOOLS. 

present  tests  some  schools  averaged  as  high  as  90  per  cent,  others 
as  low  as  55  per  cent.  In  the  summing  up  of  results  the  better 
school  is  brought  down  and  the  poorer  school  brought  up  to  make 
an  average.  In  some  groups  tested  a  very  large  number  of  the 
children  averaged  between  90  and  100.  A  smaller  section  aver- 
aged between  10  and  -40,  with  the  result  of  bringing  the  whole 
s?roup  down  to  a  low  average.  One  child  with  a  grade  of  30  can 
lower  the  grade  of  five  children  from  90  to  80;  but  these  things 
are  inevitable  in  making  up  averages.  Like  the  much-used  per 
cents,  it  is  a  dangerous  tool,  and  should  be  so  labeled  whenever  it 
is  turned  loose  upon  the  public. 

The  fifth  grade  list  of  words  was  given  to  1,881  fifth  grade  pu- 
pils; their  average  was  74.3.  It  was  also  given  to  1,948  sixth 
grade  pupils  and  their  average  was  82.7. 

The  seventh  grade  list  was  given  to  1,803;  the  average  was 
75.5. 

The  eighth  grade  list  was  given  to  1,783  and  their  average 
was  76.3. 

The  following  facts  are  drawn  from  the  data  at  hand,  and 
were  time  and  space  allowed  many  more  of  analogous  character 
could  be  easily  collected.  Tn  a  group  of  204  fifth  grade  pupils,  tlie 
following  words  were  misspelled  by  the  number  of  children  noted: 
Arithmetic,  34;  answered.  70;  erase.  95:  relative.  112:  Tllirmis.  05: 
vegetable,  112;  truant,  128:  automobile,  147. 

In  a  smaller  group  of  90  pupils  the  following  were  misspelled: 

Arithmetic,  37;  answered,  43;  erase.  51:  relative.  58;  Illinois, 
66;  vegetable,  59;  truant,  62. 

Tn  a  group  of  78  eighth  grade  pupils  the  following  woids  were 
misspelled  as  indicated: 

Alleys,  45;  competent,  40:  definite,  37;  garage,  26;  engineer,  8; 
privilege,  44;  changeable,  11;  curable,  26. 

In  another  group  of  196  eighth  grade  pupils,  we  had  the  fol- 
lowing results : 

Alleys,  53;  competent,  85;  definite,  73;  garage,  15;  engineer, 
25;  privilege,  65;  changeable,  35;  curable,  95. 

The  per  cents  can  be  easily  computed  and  the  suggestions  are 
probably  self-evident. 

Dictation  Exercises. 

The  following  exercises  were  prepared  for  dictation.  The  ex- 
ercises were  read  slowly  to  the  children  and  they  wrote  down  the 
sentences.    The  words  in  italic  were  marked  for  spelling: 


REPORT  OF  THE  SUPERINTENDENT.  10? 

Fifth  and  Sixth  Grade  Dictation. 

The  fire  engine  is  interesting  to  boys  and  girls.  The  clang  of 
the  gong  on  the  engine  is  heard  and  everyone  knows  the  engine  is 
coming.  The  chief  of  the  fire  department  dashes  by  in  his  buggy 
or  automobile.  Wagons  and  people  get  out  of  the  way.  A  fire  is 
burning  in  the  engine,  sparks  are  flying,  and  the  smoke  is  begin- 
nitng  to  po?rr  forth.  What  a  splendid  picture  it  makes.  Long  ago 
men  dragged  the  engines  to  a  fire  and  pumped  them  by  hand.  Now 
horses  do  the  pulling  and  steam  does  the  pumping,  and  already 
automobiles  are  being  used.  Soon  f/iere  will  be  no  more  fire 
horses. 

Seventh  and  Eight  Grade  Dictation. 

According  to  our  Constitution  representatives  and  senators 
are  now  elected  by  the  direct  vote  of  the  people. 

Many  Mexican  soldiers  are  being  carerf  for  across  the  flto 
Grande  River  in  Texas. 

Remember  to  tell  Frances  to  put  a  whole  cupful  of  chopped 
cocoanut  into  her  chocolate  and  molasses  candies.  Although  this 
may  not  be  necessary,  many  people  appreciate  the  flavor. 

Every  large  passenger  steamer  is  provided  with  wireless  teleg- 
raphy to  summon  help  if  it  is  necessary.  Down  under  the  vessel 
is  a  telephone  arranged  to  cafc/i  the  sound  of  the  submarine  bells 
put  on  ree/"5  and  shoals  to  warn  ships  o/?'  from  such  dangerous 
places.  The  luxury  of  these  fireai  boats  is  as  wonderful  as  t/i^ir 
size  and  safety. 

In  the  fifth  grade  1,881  pupils  wrote  the  dictation  exercise 
with  an  average  of  77.4  per  cent,  many  of  them  reaching  over  90 
per  cent  and  some  whole  classes  going  as  high  as  86  per  cent. 
In  the  sixth  grade  1,948  pupils  wrote  the  dictation  with  an  aver- 
erage  of  82.7  per  cent,  some  schools  reaching  over  90  per  cent.  In 
the  seventh  grade  1,803  pupils  wrote,  making  an  average  of  79.8, 
some  schools  in  this  group  also  reaching  90  per  cent.  In  the 
eighth  grade  1,782  pupils  wrote  making  an  average  of  88.4  per 
cent,  quite  a  number  of  schools  going  above  90  per  cent,  and  in 
one  or  two  cases  reaching  94  per  cent.  It  is  apparent  on  an  ex- 
amination of  the  papers  that  there  are  certain  words  which  need 
more  than  casual  attention,  and  in  many  cases  these  are  words 
which  are  found  frequently  in  the  ordinary  texts  which  the  chil- 
dren study.  It  suggests  a  comparison  with  question  8  of  the 
Questionaire.  For  instance,  in  one  group  of  196  eighlh  grade 
l»upils,  the  word  Constitution  was  misspelled  twenty -two  times; 
representative  was  misspf'llcd  sixty-seven  times:  submarine  was 


108  PUBLIC     SCHOOLS. 

misspelled  thirty-nine  times;  necessary  was  misspelled  thirty-five 
times;  cupful  was  misspelled  one  hundred  and  twenty-nine  times; 
chocolate,  seventy-three  times;  Mexican  was  misspelled  twenty- 
seven  times;  senators  was  misspelled  thirty-four  times;  luxury  was 
misspelled  sixty-five  times. 

The  original  composition  lest  was  given  by  permitting  each 
individual  child  to  select  his  own  subject;  in  a  few  cases  the  chil- 
dren in  the  room  selected  the  subject  upon  which  they  all  wrote. 
The  directions  were  to  write  from  ten  to  twelve  lines  upon  this 
subject  and  the  papers  were  criticised  only  for  spelling.  In  order 
to  avoid  valuing  such  words  as  the,  on.  it,  only  the  number  of 
words  misspelled  by  each  child  was  noted.  The  results  were  as 
follows : 

In  the  fifth  grade  the  children  missed  an  average  of  3.4  words 
each;  reduced  to  a  percentage  basis  it  would  mean  a  grade  of 
about  91  M»  per  cent.  In  the  sixth  grade  they  missed  an  average 
of  about  2.4  words  each,  which  would  mean  an  avorage  grade  of 
94  per  cent.  In  the  seventh  grade  they  missed  an  average  of  1.5 
words  each,  which  would  mean  an  average  grade  of  about  95.3 
per  cent.  In  the  eighth  grade  they  missed  an  average  of  1.15 
words  fach  which  would  mean  an  average  grade  of  about  97.2  per 
cent- 

A  general  comparison  of  the  results  of  fhosf  different  tests 
shows  very  plainly  that  as  the  pupil  approaches  his  normal  every- 
day vocabulary,  he  improves  in  spelling;  the  farther  removed  this 
vocabulary  is  from  his  conversational  type,  the  poorer  he  spells. 
The  lowest  grade  being  obtained  from  the  detached  lists  with  an 
improvement  in  the  dictated  composition  and  a  decided  improve- 
ment again  when  he  selected  his  own  vocabulary.  This  merely 
illustrates  what  one  might  forecast.  The  child  is  not  a  scholar, 
he  deals  familiarly  with  the  objects  and  vocabulary  of  his  daily 
experience  and  surroundings.  If  he  is  at  all  quick  and  alert,  he 
easily  learns  to  spell  these  words  when  he  finds  them  in  the  printed 
texts.  The  exercise  of  association  comes  to  his  assistance  in  this 
but,  when  he  comes  to  words  that  are  beyond  his  vocabulary  and 
are  found  only  in  books,  many  of  which  he  does  not  understand, 
and  having  no  objective  essence  with  which  to  associate  them,  he 
must  exercise  the  habits  and  functions  of  a  scholar  to  fix  their 
spelling.  It  is  undeniable  that  we  have  a  vocabulary  for  our 
spoken  language  and  a  distinctly  diflferent  vocabulary  for  our 
written  and  oratorical  speech.  In  a  language  spelled  with  such 
absurd  and  contradictory  forms  as  we  find  in  our  English  nothing 
but  constant,  drill  and  close  attention  to  a  reasonably  limited  num- 


REPORT  OF  THE  SUPERINTENDENT.  109 

ber  of  words  can  guarantee  correct  spelling  of  one's  useable  vocab- 
ulary. In  the  school  days  of  Lhe  generation  now  passing  away,  it 
was  claimed  that  six  hundred  words  was  a  reasonably  full  vocab- 
ular>^  for  the  ordinary  man;  that  two  thousand  words  was  ample 
for  one  in  what  was  usually  designated  as  the  middle  classes  of 
society.  We  have  passed  beyond  that  stage.  The  unlettered 
gamin  on  the  street  has  more  than  a  thousand  words  in  his  vocab- 
ulary and  he  who  reads  the  new^spapers  and  magazines  industri- 
ously will  find  100,000  w^ords.  The  dictionary  lying  upon  our 
desk  claims  to  list  more  than  300,000  different  words  and  phrases. 
The  mastery  of  such  a  list  is  a  herculean  task,  and  none  but  the 
accomplished  linguist  could  compass  it,  and  even  he  must  be  often 
perplexed.  We  have  come  to  a  period  in  the  development  of 
knowledge  and  culture  when  there  is  a  positive  practical  demand 
for  some  reform  in  the  senseless  spellings  of  our  English  lan- 
guage. We  arc  told  that  no  school  child  in  any  European  country 
spells  as  poorly  as  our  American  school  child.  The  only  reply  is 
that  no  European  language  has  the  senseless  and  barbarous  com- 
bination of  letters  and  sounds  that  is  found  in  the  English  tongue. 
Think  of  a  German  child,  or  a  French  child,  or  a  Spanish  child, 
finding  words  in  his  language  spelled  and  pronounced  on  the  plan 
of  our  words  "cough,"  "though,"  and  "plough,"  and  this  is  a  mild 
illustration  of  thousands  of  such  perplexities  forcing  each  English 
word  to  be  remembered  and  recognized  as  we  remember  and  recog- 
nize individual  people  whom  we  meet  upon  the  streets.  It  is  an 
impossible  proposition,  and  your  Committee  feels  that  the  record 
made  in  the  schools  is  vastly  better  than  any  reasonable  investi- 
gator, familiar  with  all  the  conditions,  should  hope  to  find. 

Your  Committee  concludes  this  report  by  recognizing  the  cour- 
tesy and  helpfulness  of  the  principal  and  teachers  of  every  school 
which  they  entered  and  the  cheerful  readiness  of  all  the  children 
to  submit  themselves  to  the  tests  required.  While  many  sugges- 
tions and  recommendations  might  be  drawn  from  the  facts  noted, 
your  Committee  contents  itself  with  the  following  suggestions: 

First — That  a  spelling  book,  or  fixed  list  of  words,  should  be 
provided  and  adopted  for  general  use  in  the  schools  without  ex- 
cluding the  privilege  of  using  text  book  lists  for  special  study. 

Second — That  more  attention  should  be  given  in  the  school 
system  to  the  method  of  study  in  preparing  lessons.  Your  Com- 
mittee is  persuaded  that  if  the  same  attention  were  given  to  the 
study  of  words  that  is  given  to  the  study  of  problems,  spelling 
results  would  bt^  much  better. 


110  PUBLIC    SCHOOLS. 

authorize  as  optional  the  use  of  as  large  a  list  as  might  be  ap- 
proved from  the  "Simplified  Spelling  Board's"  recommendations. 

W.  H.  Campbell,  Chairman. 

Helen  Blan chard, 

Prin.  Chicago  Lawn  School. 
Deboflah  Ford, 

Teacher  Jahn  School. 
Lincoln  P.  Goodhue, 

Prin.  Holden  School. 
Patrick  Haley, 

Prin.  Everett  School. 
Jean  K.  Hanna, 

Head  Asst.  Dore  School. 
Winnifred  E.  Jones. 

Head  Asst.  Goodrich  School. 
Charles  A.  Kent, 

Prin.  Field  Scliool. 
Charles  Kraiskopf, 

Prin.  Lawson  School. 
Fr-ank  a.  Larck, 

Prin.  Stowe  School. 
Clarinda  Martin, 

Head  Asst.  Healy  School. 
Ella  W.  McCalley. 

Teacher  Lincoln  School. 
Edward  McLoughlin, 

Prin.  Dewey  School. 
Clementina  Paranteau. 

Teacher  Anderson  School. 
Josephine  L.  Porter. 

Teacher  Crerar  School. 
MONA  A.  .Soelke, 

Teacher  Wasiiiiigton  School. 
Emma  Stetzler. 

Teacher  Gai*y  School. 
Mary  E.  Twohig, 

Head  Asst.  Tilden  School. 
Jessie  Wilson, 

Teacher  Morse  School. 


REPORT  OF  THE  SUPERINTENDENT.  Ill 


PENMANSHIP. 

1.  Purpose  and  Organization — 

The  purpose  of  the  penmanship  committee  was  to  visit 
schools,  collect  data  and  form  an  estimate  of  the  work  throughout 
the  system.  To  the  end  that  the  committee  might  be  representa- 
tive, twenty  members  were  selected  from  the  principals  and 
teachers  of  the  high  and  elementary  schools.  Sub-committees 
were  appointed  so  that  particular  problems  might  be  studied  and 
a  large  number  of  schools  visited.  The  penmanship  in  eighty  ele- 
mentary and  in  twenty  high  schools  was  inspected  and  the  col- 
lected information  recorded  on  certain  forms  described  in  this 
report.  The  survey  continued  for  five  weeks.  Every  week  the 
entire  committee  met  and  members  submitted  oral  and  written 
reports  on  the  schools  visited.  Surveys  made_in_othec-iuties-wfire 
studied  and  an  expert  in  child-study  was  consulted  as  to  the 
physiological  and  psychological  aspects  of  the  subject. 

On  account  of  the  limited  time  at  the  disposal  of  this  com- 
mittee, it  was  decided  to  work  on  the  following  general  plan: 

To  survey  the  work  in  the  fourth,  sixth,  and  eighth  grades 
of  the  elementary,  and  the  second  and  fourth  years  of  the  high 
schools.. 

To  ascertain  whether  formal  practice  results  in  improved 
writing  in  informal  work  in  the  elementary  schools. 

To  ascertain  whether  formal  practice  in  the  commercial  de- 
partments of  the  high  schools  results  in  improved  writing  in  the 
informal  work. 

To  ascertain  whether  the  formal  writing  in  the  commercial 
departments  of  the  composite  high  schools  differs  from  the  in- 
formal writing  in  the  other  departments  of  these  high  schools. 

To  ascertain  from  commercial  concerns  the  status  of  pen- 
manship in  the  business  world. 

2.  Good  Points: 

The  survey  in  the  elementary  schools  has  disclosed  that  while 
ideal  conditions  are  rare,  marked  progress  in  system  and  efTiciency 
is  almost  universal.  There  is  a  refreshing  frankness  in  the 
general  acceptance  of  the  utilitarian  values  of  proficient  hand- 
writing. We  have  better  penmansliip  in  this  year  of  Grace,  1914, 
than  we  have  ever  had  before.  While  attainment  varies  with 
the   school,    there    is   an   undoubted  growth    within   each   school 


11^  PUBLIC    SCHOOLS. 

from  grade  to  grade.  There  has  beeu  a  steady  improvement  with 
every  class  entering  the  high  schools.  This  renaissance  of  inter- 
est in  pen-craft  is  manifest  in  the  general  enthusiasm  of  the 
teaching  corps  for  rapid,  legible  writing  produced  under  healthful 
physical  conditions.  The  adoption  of  the  muscular  system  pro- 
vides a  definite  natural  standard.  There  are  few  teachers  in  the 
elementary  schools  who  have  not  familiarized  themselves  with 
the  requirements  of  this  system.  The  pupils  have  caught  the 
interest  of  their  leaders  and  have  risen  bravely  to  the  demands 
of  the  situation.  The  physiological  advantages  of  the  revival 
of  interest  in  writing  are  manifest  in  better  position  with  accom- 
panying ease,  less  eye  and  nerve  strain,  and  increast'd  speed  and 
endurance.  The  psychological  advantages  are  recorded  in  the 
elimination  of  physical  strain  with  the  consequent  release  of 
nervous  and  mental  energy.  The  sociological  advantages  are 
such  as  result  from  the  possession  of  a  medium  as  serviceable  as 
speech,  uniformly  legible,  and  of  worth  in  the  social,  business,  and 
professional  worlds. 

The  secondary  schools  share  the  awakened  convictions  of 
the  elementary  schools  as  to  the  need  of  system  and  ellicienoy  in 
the  teaching  of  writing  and  as  to  the  value  of  I  his  art  as  a  tool 
in  every-day  life.  But  the  high  scliools  have  not  allowed  this 
awakening  to  iniluence  their  practice  to  the  same  extent  that 
the  elementary  schools  have.  The  success  attending  the  formal 
teaching  of  writing  in  the  commercial  courses;  the  demands  of 
educators  and  of  the  business  world  for  proficiency  in  penman- 
ship; and  the  increasing  tendency  to  consider  the  vocational 
needs  of  the  children  augur  well  for  the  future  of  this  subject 
in   Chicago. 

3.     Defects: 

Elementary  Schools:  Four  years  of  the  muscular  movement 
have  not  eradicated  all  the  bad  habits  inherited  from  the  vertical 
and  other  discarded  systems.  The  teachers  in  their  desire  to 
attain  speed  in  writing,  have  sacrificed  fonn.  The  formal  drills 
produce  some  effect  upon  the  formal  penmanship  but  not  sulficient 
upon  the  informal  note-taking  and  other  handwriting.  Though 
we  have  adopted  a  definite  method  of  teaching  penmanship,  there 
is  not  sufficient  uniformity  within  the  system  and  within  schools. 
The  variation  within  schools  is  marked  where  the  principal  shows 
little  interest  in  penmanship  or  where  the  teachers,  through  lack 
of  training,  fail  to  emphasize  this  subject.  In  the  primary  grades 
there  is  too  much  pen  writing  and  not  enough  use  of  the  black- 
board for  the  teaching  of  form  and  large  movements.    Were  all 


REPORT  OF  THE  SUPERINTENDENT.  113 

these  defects  corrected,  we  should  fail  of  the  best  results  without 
ink,  paper,  pens,  holders,  and  desks  such  as  an  expert  would 
select. 

High  Schools:  Little  attention  is  given  to  penmanship  except 
in  the  commercial  courses,  where  in  some  cases  excellent  results 
are  obtained.  There  is  little  effort  on  the  part  of  the  pupils  to 
apply  the  muscular  movement  in  the  informal  work  except  in 
the  commercial  courses,  nor  do  the  teachers  seem  to  require  it. 
Careless  work  upon  the  blackboard  added  to  general  lack  of 
attention  to  anything  but  content  inevitably  undoes  much  of  the 
work  accomplished  in  the  elementary  schools. 

4.  Hygiene  of  the  Subject: 

Former  committees  on  penmanship  have  emphasized  the 
physical  basis  of  the  writing  problem  and  have  referred  to  the 
injury  to  breathing,  to  digestion,  to  the  skeleton,  and  to  the  eye- 
sight from  unnatural  positions.  Not  all  the  hygienic  evils  of 
school  life  are  due  to  penmanship,  though  this  branch  of  study 
has  been  made  the  scapegoat  in  the  past.  Various  defects  inherent 
in  the  child  are  aggravated  by  unhygienic  postures.  In  cases 
of  defective  vision,  the  forehead  becomes  warm  or  hot,  according 
to  the  degrees  of  strain;  the  muscle  tissue  soft  and  flaccid.  The 
moist,  inert  hands  imply  cold,  damp  feet.  These  conditions  pave 
the  way  for  a  train  of  physical  ills.  The  circulation  of  the  blood 
is  impaired  so  that  it  cannot  carry  nourishment  to  maintain  the 
proper  vitality.  Eye-strains  irritate  the  nerves  and  affect  the 
circulation  of  the  blood  by  disturbing  the  vaso-motor  system 
which  controls  the  arteries.  This  causes  rapid  heart  action, 
increases  blood  pressure,  and  leads  to  serious  nervous  ills  in 
later  life. 

These  facts  emphasize  the  evils  of  eye  strain  caused  by  writ- 
ing and  other  prolonged  and  close  applications  which  require 
frequent  focusing  of  the  eye.  The  majority  of  children  are  normal 
and  can  undergo  the  stress  of  school  life  without  injury.  But  the 
large  percentage  with  defective  vision  and  active  brains  are  soon 
fatigued,  and  the  resulting  lassitude  is  often  interpreted  as  slow- 
ness or  stupidity. 

5.  Suy{/ested  Improvements: 

(a)  The  physical  conditions  under  which  much  of  the  writ- 
ing is  done  must  be  materially  changed  before  the  best  results 
can  be  secured.  The  desks  in  many  of  the  schools  are  not  ad- 
justed to  the  size  of  the  children  and  are  not  of  suitable  form. 
The  ink  should  be  diluted  with  water  frequently  and  the  wells 
kept   in  good  conditions.    Thickened  ink  and  unsatisfactory  pens. 


114  PUBLIC    SCHOOLS. 

holders,   and  paper  develop  a  tendency   to  write   in  pencil,   par- 
ticularly in  the  high  schools. 

In  grades  one  to  three  most  of  the  work  should  be  done  on 
the  blackboard  with  ruled  lines  to  give  the  pupils  the  proper 
slant.  The  boards  should  not  retlect  the  light;  the  crayon  should 
be  dustless.  Pupils  should  be  taught  to  move  along  at  the  board 
as  they  write  instead  of  trying  to  do  all  work  from  one  position. 
In  grades  four  to  eight  the  use  of  the  pencil  should  be  discouraged. 

(b)  There  is  a  tendency  to  insist  on  speed  at  the  expense 
of  position,  legibility,  and  endurance  in  the  formal  and  informal 
work  of  all  grades,  particularly  in  the  fourth  grade  in  the  ele- 
mentary schools,  and  in  the  first  two  years  in  the  high  schools. 
Reducing  the  amount  of  work  required  would  improve  the  quality. 

(c)  It  is  the  judgment  of  the  committee  that  daily  drills 
are  necessary  in  all  grades  below  the  high  school.  A  short  daily 
drill  of  about  fifteen  minutes  seems  to  produce  better  results 
than  a  longer  period  once  or  twice  a  week.  In  grades  one,  two  and 
three,  work  should  be  given  on  the  blackboard  as  indicated.  The 
pen  should  be  introduced  in  the  fourth  grade  with  particular 
attention  to  position  and  seating. 

(d)  If  th(»  pupils  have  had  daily  drills  up  to  the  time  they 
enter  the  high  school,  they  will  take  correct  positions  automat- 
ically. As  the  body-structure  is  changing  rapidly  during  the  high 
school  period,  formal  drills  should  continue  throughout  the  four 
years.  The  amount  of  drill  should  vary  with  the  studies  taken. 
Pupils  in  the  business  courses  should  have  at  least  fifteen  min- 
utes a  day,  and  those  in  the  general  and  technical  courses  not  less 
than  one  period  a  week,  this  period  to  be  taken  from  the  time 
for  English  and  spelling.  There  should  be  closer  correlation 
between  the  work  of  the  elementary  and  high  schools  and  every 
high  school  pupil  should  be  required  to  use  a  text  book  in  pen- 
manship. 

(e)  Closer  attention  to  foim  should  be  given  in  the  informal 
writing  in  English,  History  and  Geography.  Many  pupils  write 
well  in  the  drills  but  fail  in  the  informal  work.  This  is  par- 
ticularly true  of  the  high  school.  It  is  claimed  that  pupils  are 
so  absorbed  in  the  content  of  their  informal  work  and  so  crowded 
for  time  that  they  cannot  give  attention  to  form.  This  can  be 
helped  by  insisting  on  good  form  and  by  avoiding  long  written 
tests.  Credit  for  penmanship  should  be  given  on  every  written 
paper.  The  blackboard  wTiting  in  the  elementary  schools  is,  on 
the  whole,  better  than  that  in  the  high  schools.  Careful  atten- 
tion should  be  given  to  such  work  because  corrections  made  at 
the  board  are  of  value  to  the  whole  elass. 


REPORT  OF  THE  SUPERINTENDENT.  115 

(f)  Emphasis  should  be  placed  upon  the  preparation  of 
teachers  for  this  work.  They  must  become  familiar  with  the 
technique  of  their  subject.  Many  of  them  have  already  learned 
the  fundamentals  of  position,  movement  and  drills.  Their  weak- 
ness lies  in  a  lack  of  intensive  knowledge  of  the  technique.  The 
committee  recommends  that  teacliers  who  give  evidence  of  special 
preparation  in  writing  be  granted  promotional  credit.  Thus,  per- 
sonal and  professional  skill  will  receive  due  recognition. 

(g)  Penmanship  possesses  value  in  itself  but  its  distinctive 
worth  is  as  a  medium  of  expression  in  other  subjects.  Writing  is 
necessary  to  determine  the  exact  knowledge  of  the  pupil,  to  train 
the  aesthetic  sense,  to  develop  self-confidence,  and  to  energize 
through  the  sense  of  power  which  comes  from  doing  a  thing 
well — the  joy  of  achieving. 

6.     Requirements  of  Business: 

Good  penmanship  is  indispensable  in  securing  business  posi- 
tions. To  ascertain  the  opinion  of  business  men  concerning  hand- 
writing of  the  graduates  of  the  Chicago  public  schools  a  ques- 
tionaire  was  sent  to  one  hundred  representative  firms  employing 
8,614  persons  in  their  offices.  Some  business  houses  keep  no  edu- 
cational records  of  their  employees  and,  therefore,  could  give 
us  little  aid.  The  following  summaries  are  compiled  from  those 
replies  w^hich  gave  definite  information: 

Yes       No 

1.  How  many  graduates  of  the  Chicago  public 

grammar  schools  do  you  employ?. .  .  .1939 
(a)     Do   you   find   their   penmanship   suffi- 
ciently   legible? 1557       382 

(b;     Do   you   find   their   penmanship   suffi- 
ciently rapid? 1572       367 

2.  How  many  graduates  of  the  two-year  com- 

mercial   courses    of    the    Chicago    public 
high   schools  do   you   employ?    222 

(a)  Do   you   find   their  penmanship   suffi- 

ciently  legible?    176         46 

(b)  Do   you    find  their  penmanship   suffi- 

ciently rapid?    191         31 

3.  How     many     graduates     of    the     four-year 

courses  of  the  Chicago  public  high  schools 
do  you  employ?  293 

(a)  Do   you   find   their   penmanship   suffi- 

ciently   legible?    245         48 

(b)  Do   you    find   their  penmanship   suffi- 

ciently rapid?  262         31 


116  PUBLIC    SCHOOLS. 

4.  How  many  oflice  employees  have  you?     8614 

5.  What    percentage    of    these    employees    do 

enough  liandwriting  to  require  them  to  be 
rapid,   legible  penmen?    68 ¥2% 

6.  Do  you  find  that  the  penmanship  of  the  re- 

cent graduates  of  the  Chicago  public 
schools  shows  any  improvement  over  that 
of   former   years?    1657       282 

7.     Conclusion: 

The  consensus  of  opinion  among  business  men  seems  to  bp 
that  ability  in  penmanship  is  an  essential  qualification  for  office 
positions.  Since  many  reject  applications  which  are  not  well 
written,  skill  proves  a  very  important  asset  for  the  applicant. 
Owing  to  the  fact  that  many  business  houses  keep  no  record 
of  the  educational  preparation  of  their  employees,  it  would  seem 
that  much  criticism  in  the  past  has  been  unfair  in  that  many 
young  people  were  employed  who  were  not  graduated  from  eitner 
the  elementary  or  the  high  schools  and  who  were,  therefore, 
not  the  finished  products  of  either  department  of  the  public 
schools.  Those  firms  who  employ  a  large  number  of  persons 
and  have  kept  careful  statistics  of  the  educational  qualifications  of 
their  employees  invariably  have  reported  more  favorably  upon 
the  penmanship  of  the  public  school  graduates  than  those  who 
have  depended  more  or  less  upon  general  observation  of  the 
work  of  their  employees. 

The  Chicago  public  schools  authorized  successively  the  Spen- 
cerian  method  of  writing,  which  proved  to  be  too  elaborate  for 
practical  use;  the  vertical  system,  which  though  very  legible 
was  too  slow  and  unhygienic  to  meet  the  needs  of  the  students: 
and  finally  a  system  of  muscular  movement  writing  w^hich  seems 
to  be  meeting  all  demands.  By  careful  distribution  of  emphasis 
on  the  subject  of  penmanship  throughout  the  curriculum  of  both 
elementary  and  high  schools,  there  is  reason  to  believe  that  the 
Chicago  public  schools  will  graduate  young  people  who  can 
write  legibly  and  rapidly  and  satisfy  all  the  demands  for  pro- 
ficiency in  this  subject. 

The  survey  of  penmansliip  was  carried  on  by  members  of 
the  educational  department  of  the  Board  of  Education  and  every 
©ffort  was  concentrated  on  making  the  investigation  impartial 
and  impBTsoual.  Every  phase  of  the  work  surveyed  has  been 
^given  a  place  in  this  report.  The  members  of  rne  commiue*.^ 
have  frequently  expressed  the  opinion  that  the  opportunity 
given  them  to  observe  the  work  in  many  schools  and  in  all  de- 


REPORT  OF  THE  SUPERINTENDENT. 


m 


partments  iias  been  of  great  value  to  them  personally.  The 
teachers  and  principals  visited  were  eager  to  know  how  the  work 
of  their  pupils  compared  with  that  of  others  and  to  receive 
suggestions  from  the  committee.  It  is  hoped  that  this  report 
will  be  of  assistance  to  those  who  were  visited  as  well  as  to  those 
who  were   not. 

8.     Statistical  Summary: 

The  following  tables  summarize  the  326  reports  made  by 
the  members  of  the  committee.  Each  school  room  visited  was 
reported  on  separately  and  all  items  were  marked,  except  endur- 
ance which  was  often  difficult  to  measure  fairly.  Therefore, 
reports  on  it  were  left  optional.  The  informal  test  was  given 
first.  The  pupils  were  asked  to  write  a  lesson  in  some  school 
subject  chosen  by  the  teachers,  which  in  most  cases  was  a  form 
of  English  work.  As  far  as  possible  they  were  not  permitted 
to  know  that  the  penmanship  was  to  be  observed.  After  this 
a  lesson  in  formal  writing  was  given,  consisting  of  six  drills 
picked  by  the  committee  as  a  good  test  of  the  writer's  general 
ability.  Tables  IV  and  V  go  into  particulars  concerning  move- 
ment and  position  listed  in  Table  II. 


,-0 


NDMBEB     BXAMINBD. 


©rade. 


Total. 


Pupils    . 
Rooms 

3882 
89 
80 

3180 

77 
80 

3824 
91 

810 

10886 

•    < 

257 

Schools    . 

80 

Per  Cent 

ol 

School  Membership.. 

12.8 

11.8 

20.7 

n 

Commerical. 

10     Total. 

Pupils    . 
Rooms 

576 
20 

148 

7 

724 

27 

Schools 

17 

Per   Cent 

of 

School  Membership .  . 

22. 

.2         14.C 

►       ... 

9 

A  Gademic. 
10           11 

12 

Total. 

Grand 
Total. 

Pupils    . 
Rooms   . 

122 

410          78 
15            3 

504 
19 

1114 
42 
20 

12724 

320 

Schools    . 

• 

100 

Per  Cent 

of 

School  Membership 

02.2 

11.7       02.9 

21  .f! 

118 


PUBLIC     SCHOOLS. 


H. 

KORMAI.    TEST. 

Figures    represent   per   cent. 
Unit  of  Computation  :— One   Class   Room. 


Grade 


8 


Total. 


Commercial. 
0  10     Total. 


Good 48.3  70.1  73.0  63.8  40.0  0.0  30.0 

Position.         Fair 33.7  27.2  25.2  28.7  46.H  80.0  55.0 

Poor 17.9  2.5  1.0  7.3  13.3  20.0  15.0 

Good 42.6  63.6  64.8  56.8  46.6  40.0  45.0 

Movement.      Fair 40.4  33.7  35.1  36.5  46.6  40.0  45.0 

Poor 16.8  2.5  0.0  6.6  6.6  20.0  10.0 

Good 23.5 

Forms.  Fair 51.6 

Poor 24.7 

Excessive 10.1  5.1  5.4  7>0  0.0  40.0  10.0 

Speed.     Moderate 66.2  88.3  82.4  78.5  03.3  60.0  85.0 

Slow 2S.5  6.4  12.0  14.3  6.6  0.0  5.0 


53.2 

37.6 

9.0 


59.3 

39.5 

1.0 


45.1 
43.1 
11.6 


46.6 

46.6 

6.6 


40.0 

60.0 

0.0 


45.0 

50.0 

5.0 


Grade 


11  A. 

11.4NKING    TABLE. 

Formal   Test. 


Commercial 

6 

8 

Total 

9 

10 

Tot* 

2nd 

2nd 

2nd 

3rd 

4th 

4th 

3rd 

3rd 

3Td 

2nd 

3rd 

8rd 

4  th 

4th 

4th 

2nd 

2nd 

2nd 

l8t 

1st 

l8t 

Ist 

Ist 

Ist 

Position 2nd 

Movement     3rd 

Form      4th 

Speed    1st 


Grade 


III. 

INFORMAL    TBST. 

Figures  represent  per  cent. 
Unit  of  Computations — One  Class  Room. 

Commercial 
4         6  8      Total       9         10     Total 


Academic 
10       12 


Total 


Good 

26.9 

55.8 

67.7 

50.0 

38.8 

71.4 

48.0 

20.0 

26.3 

23.5 

IveglWlIty        Fair 

62.9 

40.2 

32.2 

45.3 

55.5 

28.5 

48.0 

60.0 

57.8 

58.8 

Poor 

10.1 

3.8 

0.0 

4.6 

5.5 

0.0 

4.0 

20.0 

15.7 

17.6 

Excessive 

3.3 

3.8 

3.3 

3.5 

0.0 

0.0 

0.0 

0.0 

10.5 

5.8 

Speed     Moderate 

62.9 

79.2 

84.4 

75.3 

94.4 

100.0 

96.0 

53.3 

63.1 

58.8 

Slow 

33.7 

16.8 

12.2 

21.0 

5.5 

0.0 

4.0 

46.6 

26.3 

35.2 

EJase 


Great 


Little 


29.2     61.0     68.8     57.8     27.7     42.8     32.0       6.6     10.5 


8.8 


70.7     38.9     31.1      42.1      72.2     57.1     68.0     93.3     89.4     91.1 


REPORT  OF  THE  SUPERINTENDENT. 


119 


Grade 

4 

6 

III    A. 

BANKING    TABLE. 

Informal  Test. 

Commercial 
8       Total'        9           10 

Total 

Academic 

10          12     ToUl 

l^egiblllty 
Speed 
Ease     .  . . 

3rd 

1st 

2nd 

3rd 
1st 
2nd 

3rd       3rd 
1st        1st 
2nd        2nd 

2nd       2nd 
let        Ist 
3rd        3rd 

2nd 
Ist 
3rd 

2nd 
Ist 
3rd 

2nd       2nd 
Ist        Ist 
3rd       3rd 

Grade 

4 

IV. 

MOVEMENT. 

(S«e  Table  II.) 
6                      8 

Total 

Comm^ffrcial 
9 

Direction 

6ood 

Fair 

Poor 

43.8 
41.5 
14.6 

62.3 
33.7 

3.8 

69.2 

80.6 

0.0 

58.3 

35.4 

6.2 

53.3 

40.0 

6.6 

Freedom 

Good 

Fair 

Poor 

29.2 
52.8 
17.9 

63.5 

35.0 

3.8 

62.6 

37.3 

0.0 

50.5 

42.0 

7.3 

53.3 

40.0 

6.6 

Good 
Regularity     Fair 
Poor 

26.9 
49.4 
23.5 

62.3 

31.1 

6.4 

59.3 

39.5 

1.0 

49.0 

40.4 
10.5 

4«.6 
46.6 

e.e 

©rade. 

IVa. 

RANKING    TABLE. 

Movement. 
4                 6 

8 

Total. 

Commercial. 
9 

Direction 

1st 

2nd 

1st 

3rd 

Ist 
2nd 
3rd 

1st 
2nd 
3rd 

iBt 

Freedom 

2nd 

1st 

Regularity 

3rd 

2nd 

Oradp. 

V. 

POSITION. 

(Sop  TablP    IT.) 
4                  6 

8            Total. 

Commercial. 
9 

Good 

43.8 
33.7 
22.4 

64.9             70.3 

32.4              27.4 

2.5                2.1 

59.  r> 

31.1 
9.3 

40.0 

Body. 

Fair 

Poor 

46.6 
13.3 

Good 

3^.2 
40.4 
21.3 

66.2             61.5 

27.2             32.9 

6.4                5.4 

54.8 

r?3.s 

11.2 

33.3 

Head 

Fair 

46. ♦! 

Poor .    ... 

20  0 

120 


PUBLIC    SCHOOLS. 


Grade. 

4 

6 

8 

Total. 

9 

Good 

40.4 

57.1 

59.3 

52.1 

40.0 

Feet. 

Fair 

30.3 

27.2 

32.9 

30.3 

26.6 

Poor 

29.2 

15.5 

7.6 

17.5 

33.3 

Good 

39.3 

63.6 

71.4 

57.9 

33.3 

Pen. 

Fair 

33.7 

32.4 

23.0 

29.6 

46.6 

Poor 

26.9 

3.8 

5.4 

12.4 

20.0 

Good 

44.9 

71.4 

75.8 

63.8 

40.0 

Arms. 

Fair 

32.5 

25.9 

23.0 

27.2 

40.0 

Poor 

22.4 

2.5 

1.0 

8.9 

20.0 

©ood 

47.1 

70.1 

75.8 

64.2 

4^.0 

Paper. 

Fair 

35.9 

23.3 

20.8 

26.8 

46.6 

Poor 

16.8 

6.4 

3.2 

8.9 

13.3 

Gtood 

37.0 

63.6 

70.3 

56.8 

33.3 

Hands. 

Fair 

37.0 

33.7 

27.4 

32.6 

53.3 

Poor 

25.8 

2.5 

2.1 

10.5 

13.3 

Va. 

RANKINO 

TABr.B. 

Position. 

Commercial. 

Grade. 

4 

f> 

8 

Total. 

9 

Body    . 

3rd 

4th 

4th 

3rd 

iBt 

Head 

()th 

3rd 
7th 
6th 

iRt 

2nd 

5th 
6th 
3rd 
Ist 
2nd 

6th 

7th 

4th 

2nd 

l8t 

4th 

Feet 

4th 

3rd 

Pen    .  . 

oth 

4tb 

Arms 

2nd 

2nd 

Paper 
Hands 

1st 

1st 

7th 

5th 

4th 

5  th 

5th 

William  Baghrach,  Chairman. 
Elementary  Schools. 

Simon  F.  Casey, 

Teacher,  Yates  Scliool. 
J.  Catherine  Cutler. 

Principal,  Chalmers  School. 
Lillian  F.  Dougherty, 

Teacher,  Talcott  School. 
Eleanor  R.  Dunne, 

Principal,   Hamline  School. 
Marie  A.  Dunne, 

Principal,  Nobel  School. 
Wm.  J.  Eraser. 

Principal.  Spry  School. 
•Tagob  H.  Hauch, 

Principal,  Lloyd  School. 


REPORT  OF  THE  SUPERINTENDENT.  121 

LUELLA    H EI N ROTH, 

Principal,    Morris   School. 
J.  Edward  Huber, 

Principal,  Kinzie  School. 
Frederick  J.  Lane, 

Principal,  Jenner  School. 
Elizabeth  L.  Maher, 

Teacher,  Washburne  School. 
Frank  W.  Rieder, 

Principal,  Burnside  School. 
Alice   M.  Ryan, 

Teacher,  Foster  School. 
Henry  Sumner, 

Teacher,  Parental  School. 

High   Schools. 

Grant  Beebe, 

Principal,    Calumet  School. 
Valentina  J.  Denton, 
Teacher,  Parker  School. 
Ida  M.  Edwards, 

Teacher,  Harrison  School. 
Herbert  G.  Hanson, 

Teacher,  Tuley  School. 
Henry  F.  Keen, 

Teacher,    Marshall    School. 


122  PUBLIC    SCHOOLS. 


ARITHMETIC  IN   THE   GRADES    AND    MATHEMATICS   IN   THE 

HIGH  SCHOOLS. 

The  committee  lield  six  meetings.  It  was  decided  to  divide 
the  committee  into  ten  sub-committees.  One  school  district 
was  assigned  to  each  sub-committpe.  The  schools  were  visited 
between  March  26th  and  April  20t!i.  Reports  of  observations 
made  during  these  visits  were  submitted  in  writing  by  each 
sub-committee  to  the  whole  committee.  Three  meetings  were 
held  to  discuss  the  individual  reports.  The  individual  reports 
were  then  combined  into  the  final  report.  One  meeting  was  held 
to  discuss  the   final   report  which   is  herewith   submitted. 

Fifty-three  elementary  schools  and  thirteen  high  schools 
were  visited.  Four  hundred  fifty-two  elementary  teachers  and 
sixty-four  high  school  teachers  were  seen  at  work.  One  sub- 
committee visited  four  elementary  schools;  the  others  five  or 
more  each.  Three  sub-committees  visited  two  high  schools 
each;    the  others  one  each. 

General  Character  of  the  Teachirif/:  The  teaching  is  very 
individual,  generally  good,  much  of  it  excellent.  The  committee 
saw  very  little  that  could  be  called  poor  teaching.  With  very 
few  exceptions  the  teachers  show  an  excellent  spirit  and  their 
purpose  is  the  highest. 

In  the  high  schools  the  teachers  showed  good  mathematical 
training  and  full  knowledge  of  the  subject.  There  appeared, 
however,  to  be  less  evidence  of  pedagogical  training  and  skill 
than  in  the  elementary  schools. 

Svome  of  the  committees  saw  new  methods  of  presenting 
geometry  and  arithmetic  which  w^re  especially  deserving  of 
commendation  for  the  evident  interest  awakened  and  power 
developed. 

Effect  of  Departmental  Work:  It  is  the  opinion  of  the  com- 
mittee that  there  was  not  enough  departmental  work  seen  to 
serve  as  a  basis  for  comparisons — where  it  was  seen  it  was 
uniformly  good.  In  some  cases  the  best  work  seen  in  arith- 
metic was  in  schools  where  departmental  work  was  the  custom. 
In  such  cases  it  was  evident  that  the  teachers  knew  the  subject 
and  knew^  the  preparation  of  the  children.  They  approached 
their  subject  with  confidence  and  a  variety  of  methods.  In  some 
schools  where  departmental  work  had  been  abandoned  the  reason 


REPORT  OF  THE  SUPERINTENDENT.  123 

assigned  was  the  difTiculty  in  filling  the  places  of  teachers  who 
left. 

In  the  high  schools  the  best  work  was  done  by  those  teachers 
who  had  specialized   in  mathematics. 

The  Amount  of  Oral  and  Written  Work:  The  relative  amount 
of  oral  and  written  work  which  the  committee  saw,  varied  in 
dilierent  schools  and  in  difToi'ent  rooms  in  Ihe  same  school. 
In  many  rooms  the  committee  saw  oral  work  only,  although  they 
were  given  to  understand  that  this  was  not  the  custom.  Occa- 
sionally this  occurred  throughout  an  entire  school.  In  many 
cases  the  oral  w^ork  was  rapid  mental  drill  in  abstract  exercises, 
while  in  others  it  was  review  of  tables  of  measures,  and  only 
rarely  concrete  problems.  On  the  other  hand,  the  committee 
sometimes  saw  written  work  only.  In  one  case  this  occurred 
m  five  out  of  eight  rooms  visited  in  the  same  school.  In  the  lower 
grades  it  was  individual  blackboard  work.  The  teacher  gave 
each  child  a  different  problem,  and  another  when  that  was  solved, 
and  so  on.  In  other  classes  in  the  upper  grades  the  child  worked 
from  the  text  book  going  as  far  and  as  fast  as  he  could,  calling 
upon  the  teacher  only  when  he  felt  that  he  needed  help.  In 
t,hese  classes  practically  all  of  the  work  was  wriitten;  there 
were  no  recitation  periods  for  mathematics,  that  is,  no  time  when 
the  class  and  the  teacher  discussed  the  subject.  In  this  case 
the  committee  understood  that  this  is  the  custom  of  the  school. 
Usually  the  written  and  the  oral  work  went  together  and  sup- 
plemented each  other.  In  the  lower  grades  where  this  w^as  the 
case,  the  recitation  consisted  of  oral  and  board  work.  In  the 
upper  grades  the  recitation  included  also  reports  in  problems 
previously  assigned.  In  many  cases  rapid  oral  drill  came  at  the 
beginning  of  the  recitation.  In  cases  where  both  oral  and  writ- 
fen  work  were  seen  in  the  same  recitation,  the  sub-committees 
report  from  one-third  to  four-fifths  oral  work. 

Amount  of  Home  Work  Called  for:  Of  the  ten  sub-com- 
mittees three  report  that  no  home  work  is  called  for  in  the 
schools  visited:  four  report  tliat  a  few  teachers  give  a  little 
home  work  but  tliat  most  of  them  give  none:  two  report  that 
III  many  schools  a  lesson  is  assigned  in  advance  of  the  recita- 
tion from  thf  fifth  grade  up  and  that  preparation  of  this  lesson 
is  expected,  some  of  which  must  be  done  at  home.  One  committee 
reports  that  about  half  of  the  schools  visited  assign  home  work. 

Class  Boom  Methods:  (1)  The  committee  was  struck  by 
the  great  amount  of  careful  individual  work  done  in  the  ele- 
mentary-   schools    despite    the    large    rlasses.      This    was    not    so 


124  PUBLIC     SCHCX)LS. 

pronounced  in  the  high  schools.  In  this  connection  two  or  three 
points  are  worthy  of  notice : 

(a)  In  general  there  is  more  oral  than  written  work  and 
this  is   individual. 

(b)  There  were  in  general  no  failures  in  recitation  in  the 
elementary  schools.  The  'T  don't  know"  seems  to  have  dis- 
appeared. When  a  pupil  is  called  upon  to  recite  he  keeps  the 
floor  until  he  masters  the  situation  or  he  is  seated  and  works  out 
the  problem  and  recites  later,  while  the  class  in  the  meantime 
goes  on  to  some  other  problem.  Elementary  teachers  seem  to 
be  of  one  mind  on  this  point. 

Contrary  to  the  custom  in  the  elementary  schools  there 
seems  to  be  a  tendency  in  the  high  schools  to  let  pupils  fail 
if  not  prepared.  Occasionally  when  a  problem  was  wrong  the 
tcu.'iher  gave  much  time  to  the  pupil  who  had  failed  until  he 
saw  and  understood   although    in  general  this  was  not  the  case. 

(c  There  is  a  general  tendt^ncy  in  the  elementary  schools 
toward  keeping  many  pupils  actively  occupied  during  the  recita- 
tion. This  was  more  marked  in  the  elementary  schools  than  in 
the  high  school  and  somewhat  morp  marked  in  the  lower  grades 
than  in  the  upper  grades  of  the  olomentary  schools.  In  oral  and 
mental  work  with  new  problems  methods  vary  from  concert  work 
in  which  no  attempt  is  made  to  discover  who  is  right  and  who  is 
wrong,  to  extremely  slow  individual  work  so  conductpd  that  every 
one  waits  for  the  slowest.  Between  these  two  extremes  are  va- 
rious methods  of  calling  for  indi\  id\ial  responses  so  carried  out 
that  no  time  is  wasted,  and  yet  the  great  majority  of  the  class 
are  given  a  chance  to  reply.  In  a  few  cases  the  responses  were 
in  turn.  In  other  cases  each  pupil  indicated  in  some  way  when  he 
had  solved  the  question  and  pupils  were  called  upon  until  the  cor- 
rect answer  was  given.  Occasionally  a  teacher  did  not  allow  time 
enough  and  once  in  awhile  one  was  too  slow,  but  in  most  cases 
this  work  was  exceedingly  well  conducted.  A  large  part  of  this 
work  was  seen  in  the  middle  grades.  In  the  lower  grades  the 
responses  were  often  organized  into  games  in  which  all  took  part. 
In  the  higher  grades  the  work  was  closer,  the  problems   harder 

and  time  was  allowed  for  reasons  and  explanations,  so  that  fewpr 
pupils  took  part.  Occasionally  the  oral  work  was  supplemented 
by  explanations  from  the  blackboard.  Little  or  none  of  this 
work  was  seen  in  the  high  schools.  When  the  work  was  entirely 
written  every  one  w^as  of  necessity  occupied.  Some  of  the  meth- 
ods, however,  are  interesting,  especially  in  contrast  to  some  of 
the  work  in  the  higher  grades,  and  much  of  that  in  the  high 
schools  where  one   pupil  worked  or  explained  and  others  listened. 


REPORT  OF  THE  SUPERINTENDENT.  125 

The  committee  saw  one  fifth  grade  class  of  forty-nine  at  work, 
the  majority  of  them  at  the  board.  One  talked  or  explained 
while  all  worked.  In  another  case  one  or  two  worked  at  the 
board  and  the  rest  at  their  seat  on  the  same  problem.  Explana- 
tions were  deferred  until  all  had  had  a  chance.  These  methods 
were  effective  only  in  so  far  as  the  problems  given  were  so  chosen 
that  the  majority  of  the  class  could  get  them  right.  In  the  lower 
grades  where  the  problems  were  of  such  a  nature  that  they  could 
be  corrected  at  a  glance,  the  committee  frequently  saw^  an  entire 
class  at  the  board  w^orking  individual  problems.  Little  of  this 
work  was  seen  above  the  fifth  grade  except  in  the  one  extreme 
case  of  individual  work  where  each  pupil  w^orks  his  own  way 
through  the  text,  going  to  the  teacher  for  help  when  he  feels  the 
need  of  it.  In  cases  from  the  fifth  grade  up,  when  a  lesson  is 
assigned  in  advance,  preparation  expected  and  reports  of  it  given 
in  class,  the  problem  of  keeping  everyone  active  is  harder  to  solve. 
Some  of  the  methods  seen  were  not  effective  unless  the  pupils  had 
the  work  for  the  problems  in  their  hands.  In  one  case  one  pupil 
worked  the  problem  on  the  board  talking  as  he  worked,  while 
the  others  listened.  In  other  cases  the  problems  were  put  on 
the  board  by  different  pupils  during  class  time — while  the  others 
in  the  meantime  were  given  oral  and  mental  work.  After  all 
those  at  the  board  were  ready  the  problems  that  had  been  worked 
out  were  usually  read  from  the  board,  each  problem  being  worked 
out  by  the  pupil  who  had  put  it  on.  Sometimes  in  such  cases 
there  was  no  subsequent  discussion  of  the  problem.  There  were 
two  very  effective  methods  seen  for  reports  of  assigned  work. 
In  one  school  the  pupils  at  their  seats  asked  many  questions  of 
suggestion  or  information  of  the  pupils  working  at  the  board 
and  followed  up  the  point  until  it  was  clear.  In  this  case  the 
explanation  that  followed  was  often  made  by  some  one  other  than 
the  one  who  worked  the  problem  on  the  board.  In  an  eighth  grade 
class  the  problems  had  been  put  on  the  board  in  outline  only,  in 
advance  of  the  recitation.  The  necessary  interpolations  accom- 
panied the  explanations.  In  one  school  the  reports  of  assigned 
work  were  given  orally  from  papers  previously  prepared.  The 
tendency  in  algebra  and  geometry  classes  in  the  high  school  is  to 
have  one  pupil  read  the  solution  of  an  algebra  problem  or  give 
a  demonstration  in  geometry  while  all  listen.  In  many  cases 
this  is  followed  by  questions  and  discussions  in  which  all  take 
part.  The  committee  saw  some  cases,  however,  where  one  pupil 
was  allowed  to  keep  the  floor  so  long  that  the  interest  of  the  class 
was  entirely  lost. 

(2)     The  committee  differed  on  the  value  of  games  as  a  device 


l•^(5 


PUBLIC   SCHOOLS. 


in  the  mathematics  class.  Some  members  of  the  committee  saw 
games  so  conducted  that  time  was  wasted,  interest  was  lost  and 
little  was  accomplished.  There  can  be  no  doubt,  however,  that 
this  is  not  generally  the  case.  When  individual  response  to  oral 
and  mental  drill  in  abstract  operations  was  organized  into  a  game 
in  which  different  rows  or  different  classes  competed  the  interest 
was  intense,  the  attention  quickened  and  the  device  was  an  aid  to 
accuracy  and  rapidity. 

(3 1  Now  and  then  a  pupil  talked  while  he  worked  at  the 
board.  The  cases  of  this  which  the  committee  saw  were  so  ef- 
fective that  they  wished  that  there  might  be  more  of  them. 

In  general  the  committee  would  say  that  they  found  greater 
opportunity  for  individual  work  and  greater  responsibility  on  the 
part  of  the  individual  child  than  they  had  dared  to  anticipate  in  a 
system  where  much  work  is  necessarily  formal  and  where  classes 
fall  little  short  of  fifty  pupils. 

Review  of  Work  of  Previous  Grades:  In  the  elementary 
schools  there  is  constant  review,  consciously  or  unconsciously,  of 
number  facts  and  operations  as  the  subject  is  continuous  and  the 
treatment  is  more  or  less  uniform  at  least  throughout  the  grades 
of  any  one  school.  All  of  the  sub-committees  report  having  seen 
more  or  less  of  this  review  work.  Only  two  report  having  visited 
schools  where  none  of  it  was  seen.  Often  some  special  plan  for 
review  is  adopted.  In  some  cases  the  first  month  in  the  new  grade 
is  given  to  it.  In  other  cases  a  few  moments  is  given  to  it  at  the 
beginning  of  eacli  recitation.  Where  two  grades  are  in  the  same 
room  the  classes  occasionally  I'ecite  together.  In  some  schools  the 
review  is  only  incidental.  On  the  other  hand  this  review  is  some- 
times carried  too  far.  Your  sub-committee  report  that  in  some 
schools  the  review  is  so  constant  that  there  is  little  time  left  for 
new  work.  In  two  schools  nothing  but  review  was  soen.  Primary 
work  was  seen  in  some  instances  even  in  tlie  seventh  and  eighth 
grades.  In  another  case  it  was  reported  that  the  result  of  con- 
tinued review  was  that  every  room  visited  seemed  to  be  a  grade 
behind  the  normal.  One  sub-committee  suggests  more  carpful 
planning  of  the  work  from  grade  to  grade  to  prevent  wasteful 
duplication  of  effort.  In  some  cases  w^here  no  review  work  as 
such  was  seen  the  committee  noted  that  the  definite  nature  of  the 
work  done  in  the  lower  grades  made  it  possible  to  adhere  closely 
to  the  Course  of  Study  in  the  upper  grades. 

One  serious  question  in  connection  with  reviews  occurs  be- 
tween the  eighth  and  ninth  grades,  especially  in  the  Business 
Arithmetic  of  the  ninth  grade.  Here  pupils  were  found  w^orking 
slow^ly  and  with  difficulty  problems  in  percentage  that  the  same 


REPORT  OF  THE  SUPERINTENDENT.  137 

committee  had  seen  worked  easily  by  sixth  and  seventh  grade 
pupils.  In  some  cases  the  teachers  did  not  seem  to  be  adequately 
acquainted  with  the  work  in  the  lower  grades  so  as  to  be  able  to 
make  proper  connections.  There  were  several  instances  in  which 
difficulty  grew  out  of  the  teachers'  enforcement  of  a  particular 
method  (perhaps  the  method  of  the  author)  without  giving  con- 
sideration to  the  method  w^hich  the  child  chose  naturally  to  use. 
Because  of  the  cliild's  knowledge  of  the  subject  under  consideration 
he  was  familiar  with  certain  methods.  For  example,  in  one  class 
in  Business  Arithmetic  in  the  high  school,  a  pupil  was  asked  to 
find  AV2  per  cent  of  -$52.50.  He  multiplied  $52.50  by  .045,  but 
placed  the  decimal  point  wrong  in  the  answer.  Instead  of  leading 
him  to  find  his  mistake,  the  teacher  criticized  the  method.  Much 
time  would  be  gained  if  ninth  grade  pupils  were  held  responsible 
for  sixth,  seventh  and  eighth  grade  subject  matter  and  this  knowl- 
edge were  made  a  stepping  stone  to  the  specialized  new  work  and 
the  more  specific  methods  of  Business  Arithmetic.  The  student 
would  not  feel  that  his  previous  w^ork  was  underrated. 

Handling  of  the  Subject:  Every  teacher  knows  that  concrete 
illustrations  of  mathematical  processes  should  form  the  introduc- 
tion to  every  new^  principle  and  that  after  the  principle  has  been 
established  by  ample  illustration  from  material  within  the  child's 
experience,  abstract  work  should  be  sharp,  quick  and  incisive  and 
continue  until  the  process  becomes  automatic  for  the  child.  In 
spite  of  this  fact  several  of  the  sub-committees  report  that  there 
is  too  much  abstract  and  not  enough  concrete  work;  that  the  teach- 
ing is  too  much  occupied  with  mechanical  manipulations;  that 
there  should  be  more  practical  problems  and  more  attempts  to 
show  the  relation  of  mathematical  processes  to  real  life. 

The  present  insistent  demand  for  more  emphasis  in  funda- 
mentals in  their  practical  applications,  especially  the  demand  of 
"business"  that  the  schools  shall  turn  out  expert  manipulators  of 
figures,  results  in  a  tendency  on  the  part  of  the  teachers  to  over- 
emphasize the  phase  of  the  subject  and  probably  accounts  for  the 
stress  laid  upon  review^s.  The  ability  to  manipulate  numbers 
rapidly  is  a  power  easily  acquired,  soon  lost  and  easily  re-acquired 
when  necessary.  To  put  special  stress  on  the  acquisition  of  such 
skill  or  proficiency  can  not  but  result  in  an  irreparable  loss  in  the 
more  important  phases  of  the  subject  and  a  sacrifice  in  the  science 
of  mathematics  as  a  whole. 

The  tendency  to  be  too  abstract,  to  over-estimate  the  value  of 
mathematical  manipulations  was  also  visible  in  high  school  work. 
The  questions  asked  by  the  teacher  in  algebra  and  geometry  classes 
often  indicated  a  superficial  handling  of  the  subject  rather  than 


12S  PUBLIC     SCHOOLS. 

a  persistent  effort  to  get  at  the  fundamental  principles.  The  fun- 
damental principle  in  solution  of  algebra  problems,  namely  that 
one  must  find  two  things  that  are  equal  was  well  brought  out 
in  one  or  two  cases.  In  other  cases  the  explanation  stopped  just 
short  of  the  vital  point.  In  algebra  classes  the  committee  noted 
a  tendency  to  generalize  too  early  which  resulted  in  a  mechanical 
following  of  rules  without  explanations  rather  than  a  compre- 
hension of  fundamental  principles.  The  distinction  between  what 
is  the  use  of  a  certain  operation  in  algebra  or  construction  in  ge- 
ometry and  what  right  have  we  to  perform  this  operation  or  con- 
struction was  rarely  brought  out  in  questions. 

Mathematical  Form  and  Language:  In  abstract  problems  in  the 
early  grades  the  formal  expression  is  clear  and  the  equation  is 
given,  for  example,  9  plus  5  equals  14;  8,  multiplied  by  2,  equals  16. 
But  in  concrete  problems  and  in  problems  for  larger  numbers, 
numbers  beyond  the  tables,  this  form  generally  gives  way  to  a 
form  showing  the  work  rather  than  a  form  indicating  the  method 
of  solution.  In  many  cases  pupils  do  much  indiscriminate  figuring, 
working  without  plan  or,  if  they  have  one,  losing  sight  of  it.  In 
the  sixth,  seventh  and  eighth  grades  it  causes  a  good  deal  of 
trouble  and  is  responsible  for  much  of  the  criticism  heaped  upon 
the  elementary  school  by  the  high  school.  In  the  lower  grades 
the  cost  of  24  pounds  of  butter  at  $.42  a  pound  appears: 

$  .42 
24 


168 
84 


$10.08 
instead  of : 

Cost  of  24  lbs.  equals  24x$.42  equals  $10.08. 

As  the  problem  grows  more  involved  the  formulation  of  ex- 
pression continues  along  the  same  line,  the  mechanical  work  in 
evidence  rather  than  the  logic  problem.  In  the  seventh  and  eighth 
grades  there  was  a  very  evident  tendency  in  several  schools  to- 
wards formulation,  indicating  logic  rather  than  mechanics,  but  in 
many  cases  it  was  a  mere  tabulation  of  results  in  which  the  work 
of  division,  multiplication,  and  so  on,  which  was  much  in  evidence 
in  the  intermediate  grades  had  disappeared.  One  committee  re- 
ports a  strong  tendency  to  formulate  problems  in  mensuration 
while  other  kinds  of  problems  are  set  forth  to  the  eye  with  the 
process  in  evidence  and  the  logic  obscured.  In  a  few  cases  the 
sub  committees  report  excellent  mathematical  expression.    In  one 


REPORT  OF  THE  SUPERINTENDENT.  129 

school  from  the  fourth  to  the  eighth  grade  all  processes  were  in- 
dicated and  the  meaning  of  tlie  equation  observed.  One  eighth 
grade  class  gave  orally  this  expression  for  the  area  (in  square 
feet)  of  a  table  where  diameter  was  given  as  54  inches.  The 
number  of  square  feet  in  the  area  equals 

27x27 


144 
Another  class  in  the  same  school  was  given  similar  expressions 
m  written  work.    One  seventh  grade  class  used  such  forms  as  this : 

4-5  of  Money  equals  $1.20. 

Money  equals  l^x$1.20  equals  $1.50. 

4-5  M.  equals  $1.20. 
M.  equals  $1.50. 

It  is  interesting  to  note  that  the  very  best  work  that  the  com- 
mittee saw  was  accompanied  by  the  very  best  mathematical  ex- 
pression or  formulation.  The  committee  thinks  that  perhaps  one 
of  the  causes  of  the  long  step  between  the  eighth  and  ninth  grades 
is  due  to  the  difference  in  formulation  or  mathematical  expression 
of  problems.  In  algebra  and  geometry  classes  in  the  high  schools 
the  written  mathematical  forms  and  the  oral  expression  were 
not  so  generally  accurate  as  the  committee  could  wish. 

Correlation  and  Practical  Problems:  The  necessity  of  making 
mathematics  as  concrete  as  possible,  the  fact  established  by 
psychologists  that  power  gained  in  one  subject  is  not  transferred 
to  some  other  subject  or  to  the  general  activities  of  life  except 
by  the  conscious  activity  of  the  mind  itself,  make  effective  cor- 
relation incumbent  upon  every  teacher.  This  correlation  can  be 
effective  only  where  teachers  of  different  departments  confer. 
Correlation  will  then  allow  more  time  for  hand  work  in  the  arts 
and  furnish  material  of  the  highest  type  for  the  mathematics. 

Many  real  problems,  vital  to  the  pupil  at  the  time  of  solution 
from  the  manual  training  shop,  the  domestic  laboratory,  the  geog- 
raphy and  nature  class  rooms  and  various  activities  of  the  school 
would  find  a  place  easily  in  the  mathematics  class,  their  greatest 
value  being  their  reality.  The  text  book  has  pages  of  this  kind 
of  problems  that  were  vital  to  some  one  at  some  time,  but  lack 
the  interest  of  real  problems  to  the  pupils  who  are  solving  them 
now.  All  problems  cannot  be  real,  but  enough  might  be  to  give 
the  right  attitude  of  mind  toward  problems.  Many  such  problems 
are  essential  to  the  best  work  in  mathematics;  through  them  the 
child  gets  a  keen  individual  interest  in  mathematics;  he  sees  the 
place  of  number  in  his  own  life.    Through  them  he  gets  initiative, 


130  PUBLIC    SCHOOLS. 

independent  method  of  solution,  real  interest  and  attention  to  the 
subject  versus  class  interest  and  group  attention.  These  prob- 
lems should  be  worked  out  in  the  mathematics  class;  they  belong 
there.  Whenever  they  involve  any  new  number  relations  they 
should  come  under  the  direction  of  the  teacher  of  mathematics. 
These  real  problems  are  the  backbone  of  the  course  in  mathe- 
matics and  the  best  special  teacher  of  mathematics  is  looking  for 
them. 

In  the  middle  and  upper  grades  of  the  elementary  schools  there 
was  little  conscious  correlation  seen  in  the  mathematics  classes 
between  arithmetic  and  the  manual  training,  sewing  or  cooking. 
What  little  correlation  between  these  subjects  was  seen  was  forced, 
unnatural,  and  wasteful  of  time.  One  member  of  the  committee 
visited  sewing  and  manual  training  rooms  and  found  there  much 
good  correlation  with  mathematics.  In  the  sewing  room  pupils 
were  required  to  measure  the  amount  of  cloth  or  lace  necessary 
for  the  garment  to  be  made  and  to  compute  the  proportionate 
cost  of  the  amount  cut  off  to  the  cost  of  the  entire  bolt.  In  the 
manual  training  rooms  pupils  were  required  to  compute  the  cost 
of  objects  made  by  computing  the  cost  of  lumber,  varnish  and 
so  on  used.  This  might  for  example  include  the  proportionate 
cost  of  a  part  of  a  can  of  varnish.  The  best  teachers  of  mathe- 
nmtics  will  search  in  every  department  of  the  school  for  the  best 
mnterial  for  her  work. 

Tn  arithmetic  classes  much  work  directly  and  consciously  related 
to  the  life  and  surroundings  of  the  pupils  was  seen.  These  were 
not  problems  from  their  text,  but  individual  problems  made  by 
the  pupils  themselves.  In  one  room  pupils  were  computing  the 
amount  of  moulding  necessary  for  rooms  in  their  own  homes, 
having  previously  taken  the  necessary  measurements.  In  another 
room  pupils  had  been  taught  to  make  and  read  gas  meters  and 
were  working  with  bills  which  they  had  made  from  their  knowl- 
edge of  the  conditions  in  neighboring  stores  or  in  women's  ex- 
change work.  In  other  schools  problems  were  found  relating  to  the 
various  activities  of  the  neighborhood,  such  as  filling  streets,  lay- 
ing walks,  buying  'and  selling  houses,  borrowing  money  to  build 
and  the  like.  One  teacher  wishing  to  make  her  pupils  proficient 
in  the  multiplication  of  mixed  numbers  had  opened  a  "ribbon 
counter"  at  w^hich  one  pupil  was  buying,  another  selling,  while 
the  entire  class  figured  the  cost. 

Very  little  correlation  was  seen  in  the  high  schools  except  be- 
tween shop  mathematics  and  mechanical  drawing  in  one  high 
school.  This  may  be  largely  due  to  the  fact  that  the  mathematics 
teacher  is  not  equally  conversant  with  other  subjects  and  does  not 


REPORT  OF  THE  SUPERINTENDENT.  131 

see  or  know  the  points  of  contact.  If  it  is  not  absolutely  true  that 
teachers  of  geometry  teach  only  geometry,  and  of  algebra  only 
algebra,  the  tendency  is  in  that  direction.  Here  is  a  point  where 
correlation  is  possible  to  a  large  extent,  but  is  very  little  practiced, 
possibly  partly  because  of  the  nature  of  the  text  books  and  time 
and  strength  required  to  collect  and  mimeograph  supplementary 
problems,  partly  because  the  more  experienced  teachers  are  in 
charge  of  the  more  mature  pupils.  A  division  of  the  work  by 
which  every  teacher  met  pupils  of  different  grades  would  seem- 
ingly improve  the  teaching  from  a  pedagogical  standpoint. 

Interest:  The  various  sub-committees  report  that  the  interest 
shown  in  classes  in  the  elementary  schools  visited  varied  from 
intense  in  ihtee  cases  to  ordinary  in  two  cases.  When  variations 
occurred  in  the  same  school,  the  committee  noted  that  the  person- 
ality of  the  teacher  or  the  methods  used  were  exceptional.  In  gen- 
eral the  opinion  of  the  committee  is  that  the  responses  of  the 
classes  to  the  work  in  hand  is  remarkable.  The  children  were  in 
a  receptive  state  of  mind,  alert,  loyal  and  in  earnest.  This  was 
true  throughout  the  grades  of  each  school  and  throughout  the 
various  schools. 

The  various  committees  report  that  the  interest  shown  in  the 
high  school  classes  was  in  general  less  than  that  in  classes 
in  the  elementary  schools.  It  was  always  good  and  respectful, 
rarely  intense.  Where  the  interest  was  best  it  seemed  to  be  due 
to  the  method  of  conducting  the  recitation,  as  in  a  geometry  class 
where  pupils  asked  questions  and  spoke  to  each  other  about  the 
work. 

Development  of  Power:  The  power  developed  in  pupils  in  dif- 
ferent schools  seems  to  vary  in  kind  and  amount.  Occasionally 
a  sub-committee  could  find  little  or  no  evidence  of  power  developed 
in  pupils.  In  other  schools  the  development  in  power  is  more 
marked.  In  many  cases  the  committees  report  that  the  develop- 
ment is  largely  in  power  to  obtain  quickly  accurate  results  to 
abstract  exercises.  In  other  cases  where  the  power  to  reason  is 
more  marked  especial  attention  is  given  to  the  solution  of  con- 
crete problems.  In  some  rooms  advance  problems  are  explained 
;is  to  method  only  without  obtaining  results.  The  committee  is  of 
the  opinion  that  more  attention  should  be  given  to  the  dr^velopmenf 
of  sustained,  continued  thinking  through  the  use  of  concrete  prob- 
If^ms.  In  somf  schools  the  development  of  power  seems  gradual 
and  continuous.  In  others  it  goes  by  leaps  and  bounds.  In  some 
cases  it  is  evident  that  this  is  due  to  especially  good  teaching  or  to 
special  attention  to  the  power  to  reason  in  the  upper  grades.  In 
one  school  where  tho  oighth  grade  seemed  to  go  forward  with  a 


132  PUBLIC    SCHOOLS. 

giant  stride,  there  was  more  initiative  allowed  than  in  the  middle 
grades.  The  lower  classes  in  this  school  have  much  opportunity 
for  free  independent  work.  In  the  eighth  grade  this  freedom 
backed  by  the  more  formal  work  of  the  middle  grades  results  in 
excellent  work.  In  other  schools  where  the  development  of  power 
is  evident  in  the  second  and  third  grades  and  again  in  the  eighth 
or  the  seventh  and  eighth  grades,  what  happens  in  between  is  noi 
so  evident.  Tn  other  schools  the  committee  noted  the  strength 
and  development  more  gradual. 

An  interesting  question  comes  here  while  discussing  d^'velopniPiii 
of  power.  Does  the  power  developed  by  quick  oral  work  transfer 
to  the  written  work  and  does  it  persist?  Some  of  the  sub  com- 
mittees found  third,  fourth,  fifth  and  sixth  grade  pupils  doinjr  very 
difTicult  abstract  exercises,  without  pencil.  This  included  the  fun- 
damental operations  with  integers  and  operations  with  fractions. 
But  the  sam(;  class  and  the  more  advanced  class  in  the  same  school 
did  simple  pencil  work  with  dilTiculty.  This  carrying  over  of 
power  is  a  vital  point  here  for  if  this  power  does  not  carry  over 
and  does  not  persist,  a  great  deal  of  valuabh'  time  is  wasted 
throughout,  the  school  system.  In  many  cases  tiie  committee  would 
say  that  there  is  little  transfer  to  the  written  work  of  the  power 
gained  in  the  oral  work.  Is  it  due  to  the  method  used,  to  an 
isolation  of  oral  from  written  work,  or  is  there  a  different  treat- 
ment in  the  written  work? 

Initiative :  While  a  very  ftnv  cases  were  reported  in  w'hicli 
it  was  necessary  for  the  teacher  t^  take  the  initiative  in  solving 
problems,  in  general  pupils  attack  proble^n^  vigorously.  There 
was  little  hesitation;  each  child  assumed  the  responsibility;  there 
was  no  shirking  and  no  dependence  upon  one's  neighbor  or  the 
teacher.  This  was  especially  true  in  classes  in  which  pupils 
made  their  o\\ti  problems  or  in  which  the  problems  had  a  clear 
practical  meaning.  Tn  many  recitations  half  or  more  of  the  time 
was  devoted  to  problems  not  previously  assigned.  In  many  cases 
the  visitors  proposed  new  problems.  Only  once  or  twice  did  the 
pupils  fail  to  find  a  satisfactory  solution.  In  many  cases,  however, 
there  is  a  general  class  method  for  the  solution  of  given  problem^, 
which  curtails  the  opportunity  for  initiative.  Often  the  com- 
mittee looked  in  vain  for  the  question  "Are  there  any  other  ways 
to  do  this  problem?"  Again  pupils  were  occasionally  told  to  stop 
and  think  w'here  time  and  conditions  favorable  to  thought  were 
lacking.  Tn  the  early  grades  there  w'ere  many  approaches  to  the 
fundamental  processes.  Tn  general  the  committee  is  of  the  opinion 
that  pupils  should  be  encouraged  to  do  problems  by  a  variety  of 
methods  and   that  time   and  opportunity  for  thought  should  be 


REPORT  OF  THE  SUPERINTENDENT.  133 

given.  With  smaller  classes  and  more  real  problems  growing  out 
of  their  own  lives  and  work,  there  would  be  still  greater  oppor- 
tunity for  initative  in  attack  and  method  of  solution. 

One  committee  reported  a  case  in  which  one  would  suppose  that 
great  opportunity  for  initiative  would  be  developed.  The  children 
work  the  problems  in  the  arithmetic  each  for  himself,  going  as 
far  and  as  fast  as  he  can,  consulting  the  teacher  privately  when 
he  feels  that  he  needs  help.  The  children  work  after  the  method 
of  the  author  or  each  after  his  own  method,  but  each  one  works. 
There  seemed  to  the  committee  to  be  less  intensity  here  than 
in  groups  having  recitations  and  less  power  to  attack  new  prob- 
lems. 

One  committee  reported  that  arithmetic  and  algebra  classes 
in  the  high  school  were  often  so  conducted  that  no  opportunity 
for  initiative  was  given.  In  two  classes  the  "model"  was  given 
by  the  teacher,  once  in  arithmetic  and  once  in  algebra  and  again 
a  revised  model.  The  teacher  said,  "I  want  you  to  follow  the 
model."  It  was  a  new  subject.  The  process  of  long  division  in 
algebra  had  been  presented  by  the  teacher  to  an  algebra  class. 
In  most  algebra  classes  the  children  worked  out  assigned  prob- 
lems on  the  board  in  much  the  usual  way.  No  variety  of  methods 
was  called  for  or  offered. 

Geometry  seems  to  offer  greater  opportunity  for  initiative. 
In  one  small  class  of  boys  there  were  several  proofs  offered  for 
each  of  two  theorems.  There  were  several  independent  attacks 
made  in  a  class  in  solid  geometry. 

Summary:  On  the  whole  the  committee  found  the  teaching  of 
arithmetic  in  the  elementary  schools  good;  far  better  than  they  had 
anticipated.  They  were  struck  by  the  great  amount  of  careful 
individual  work  done  and  by  the  responsibility  assumed  by  the 
individual  child  despite  the  large  classes  where  much  work  is 
necessarily  formal.  They  wish  to  commend  many  new  and  effect- 
ive methods  seen.  If  the  pupils  do  not  get  a  reasonable  knowledge 
of  arithmetic  in  our  elementary  schools  the  cause  must  be  sought 
elsewhere  than  in  the  teaching  in  the  schools  visited.  In  some 
cases  the  committee  saw  much  formal  review  and  would  suggest 
more  careful  planning  of  the  work  from  grade  to  grade.  The 
committee  saw  too  much  abstract  and  not  enough  concrete  work 
in  many  cases.  The  present  demands  of  "business"  that  the  schools 
turn  out  expert  manipulators  of  figures  is  liable  to  result  in 
irreparable  loss  to  pupils. 

The  committee  is  of  the  opinion  that  if  mathematical  forms 
and  language  were  more  carefully  exact  throughout,  time  would 
be  saved  and  power  gained. 


134  PUBLIC     SCHOOLS. 

The  committee  is  of  the  opinion  that  there  should  be  more 
real  problems.  If  groups  could  be  smaller  and  there  could  be 
closer  correlation  (natural  not  forced)  with  other  subjects,  there 
would  be  greater  initiative  developed,  and  keener  individual  inter- 
est in  mathematics.  These  opportunities  may  come  with  the 
new  course  of  study  wherein  the  longer  time  given  to  one  subject 
permits  the  mathematics  of  that  subject  to  receive  attention  and 
the  problems  involved  to  be  solved. 

The  committee  questions  the  value  of  so  much  oral  and  mental 
abstract  work  divorced  from  the  written  and  concrete  work.  If 
the  power  gained  in  the  oral  work  does  not  transfer  to  the  written 
work  (as  seems  probable)  or  does  not  persist,  much  time  is  wasted 
throughout  the  entire  school  system. 

The  committee  is  of  the  opinion  that  children  should  be  en- 
couraged to  do  problems  by  a  variety  of  methods  and  time  and 
opportunity  should  be  given  for  thought. 

The  committee  is  at  a  loss  to  account  for  the  general  overlapping 
of  the  work  in  the  elementary  schools  and  the  high  school  business 
arithmetic. 

A  more  generous  equipment  for  teaching  the  subject  should  be 
furnished. 

R.  M.  Smith,  Chairman. 

Elementary  Schools. 

Jane  S.  Atvvater. 

Prin.  Sheldon  school. 
Ajsjna  E.  Bectin, 

Head  Asst.  Ogden  School. 
Eleanor  Chittick, 

Head  Asst.  Emmet  School. 
Sar.'^h  a.  Fleming, 

Prin.  Jungman  School. 
Anna  S.  Higgins, 

Head  Asst.  Gallistel  School. 
Cora  E.  Lewis, 

Prin.  Bismarck  School. 
Katherine  D.  Murphy, 

Teacher,  Ryder  School. 
Robert  Nightingale, 

Prin.  Burns  School. 
Marianna  O'Brien, 

Teacher,  McLaren  School. 
G.  A.  Osinga, 

Prin.  Delano  School. 


report  of  the  superintendent.  135 

William  Sghogh, 

Prin.  Yale  School. 
Jennie  P.  Sorenson, 

Head  Asst.  Taylor  School. 
John  H.  Stehman, 

Prin.  Avondale  School. 
John  H.  Stube, 
Prin.  Burr  School. 

High  Schools. 

George  M.  Glayberg, 

Prin.  McKinley  High  School. 
Agnes  B.  MagNeish, 

Teacher,  Lake  High  School. 
Edward  Morgan, 

Asst.  to  Prin.  Senn  High  School 
George  H.  Rogkwood, 

Prin.  Austin  High  School. 
Mabel  Sykes, 

Teacher,  Bowen  High   School. 


186  PUBLIC    SCHOOLS. 


GEOGRAPHY  AND  NATURE  STLDY. 

The  committee  visited  some  seventy  different  schools,  located 
in  all  parts  of  the  city  and  included  in  the  ten  school  districts, 
and  heard  some  350  recitations.  The  membership  of  these  schools 
included  pupils  of  every  class,  from  those  of  the  favored  wealthy 
to  the  children  of  the  recent  emigrants  in  the  most  congested 
quarters  of  the  city.  Their  various  environments  typified  the 
extreme  of  conditions  that  our  public  schools  are  laboring  to 
bring  into  some  kind  of  unity  through  the  medium  of  a  common 
curriculum.  No  effort  was  made  to  select  schools  of  known  excel- 
lence in  the  subjects  under  consideration.  It  was  believed  that 
a  group  of  schools  taken  almost  at  random  would  better  represent 
the  average  standard  of  ability  in  teaching,  and  if  was  that  the 
committee  were  anxious  to  investigate. 

The  first  meeting  of  the  committee  with  their  chairman  wais 
given  to  a  discussion  concerning  the  point  of  view  from  which 
the  survey  was  to  be  taken.  Each  member  of  the  committee  was 
asked  to  submit  an  outline  of  points  to  be  observed  during  the 
coming  visit.  These  outlines,  summarized  and  put  into  shape  by 
the  chairman,  were  used  as  a  general  guide  during  th('  survey  and 
served  to  make  the  combining  of  the  final  reports  a  less  difficult 
task.  It  was  tiie  consensus  of  opinion  that  knowledge  per  se  was 
not  the  only,  nor  the  highest,  purpose  of  instruction;  that  the 
method  of  studying  a  subject  that  would  aid  the  pupil  in  the 
formation  of  right  mental  habits  and  that  would  give  an  early 
"set"  to  character  building  tendencies  was  the  thing  of  supreme 
importance.  Geography  and  nature  study  held  in  their  content 
great  possibilities  along  these  lines  and  to  the  degree  that  the 
teacher  recognized  this  and  prepared  her  lessons  in  accordance 
therewith,  was  her  work  to  be  considered  excellent  or  otherwise. 
The  importance  of  acquiring  facts  was  not  to  be  underestimated, 
but  the  way  in  which  the  pupil  arrived  at  them,  whether  through 
mechanical  memory  drill  or  by  "abundant  association  in  chains 
of  thought  touching  industry,  commerce  and  natural  law,"  was 
to  be  considered.  The  outlines  indicating  generally  the  lines  of 
observation  were  as  follows: 

Geography  Suggestions. 

1.  Materials  used  for  strengthening  images  of  pupils:  Maps, 
globes,   sand   tables,    models,   pictures,    slides,   books,    collections. 


REPORT  OF  THE  SUPERINTENDENT.  137 

3tc.  Are  excursions  taken  by  classes?  Are  physiographic  pro- 
cesses (if  any  within  walking  distance  of  school'  utilized?  Are 
industries,  libraries,  museums,  greenhouses,  etc.,  similarly  sit- 
nated,  used? 

2.  Organization: 

Teacher — 

a.     Plan  and  preparation.     Use  of  text  book.    Use  of 

material, 
b.    Is  she  too  much  in  evidence? 
c.     I>o  her  questions  call  for  isolated  facts  in  answer 
or  does  she  present  opportunities  for  pupils  to 
reason?    Are  casual  relations  emphasized?    Does 
she  approach  topic  from  child's  point  of  view 
— or  from  her  own? 
Pupil- 
Quality  of  answer,  mechanical  repetition  or  interest 

and  appreciation  of  subject. 
Initiative  shown  in  questioning  and  doing. 

Blackboard  drawing,  modeling,  etc. 
Retention  of   vital   points — showing   appreciation   of 

values. 
Working  knowledge  of  physical  and  political  geogra- 
phy of  countries  studied.    Spelling  and  pronuncia- 
tion  of  geographical   terms.     Ability  to   read   and 
understand  maps — physical  and  political. 

3.  Correlation  of  geography  with  other  subjects. 

4.  When  home  geography  is  being  studied,  is  attention  given 
to  more  than  place  geography? 

5.  Are    pupils   being   made   aware    of  conditions — material, 
social  and  civic,   in  their  own  communities? 

Nature  Study  Sucjgestions. 

1.  In  schools  visited,  how  many  and  what  grades  are  doing 
anything  that  can  be  called  nature  study? 

2.  Is  it  taught  as  a  separate  subject?    How  correlated?    Ma- 
terials use?    Does  environment  furnish  materials? 

3.  Organization: 

a.  Plan,  preparation  and  method  of  teacher. 

b.  Interest  and   initiative  of  pupils. 

c.  How  ijH  work  done? 

a.  Retelling  secondhand  experience. 

b.  Teacher  doing  the  work— pupil  observing. 

c.  Pupils   doing   the   work,   having   firsthand   ex- 

periences. 


138  PUBLIC    SCHOOLS. 

4.  Does  work  ultimate  in  tangible  benefits  to  school,  home 
or  community?  The  expression  "tangible  benefits"  refers  to  gar- 
dens, window  boxes,  bird  houses,  ventilation  appliances,  thermom- 
eters, lly-traps,  electric  bells,  etc. 

At  a  subsequent  meeting  of  the  committee,  in  which  reports 
were  made  of  work  seen  during  the  week,  the  "Attitude  of  the  vis- 
itor, as  a  factor  affecting  the  quality  of  the  work  observed"  was 
discussed.  The  great  danger  of  seeing  only  inperfections  when 
engaged  in  the  work  of  criticizing  w^as  dwelt  upon  and  the  value 
of  first  considering  effort  from  the  constructive  standpoint  was 
emphasized.  It  was  agreed  that  teachers  and  pupils  do  their  best 
work  when  at  ease  and  assured  of  the  sympathy  and  co-operation 
of  the  visitor,  and  it  was  decided  that,  if  it  could  be  done  without 
interfering  with  the  teacher's  ow^n  presentation  of  the  subject, 
the  visiting  guest  should  enter  into  the  spirit  of  the  class  and 
contribute  his  or  her  share  to  the  general  fund  of  information, 
or  partake  in  the  discussion  with  the  teacher  and  pupils. 

To  our  mind,  one  of  the  b^st  and  most  unusual  features  of  this 
unique  survey  has  been  the  fact  that  teachers,  not  overawed  by  the 
presence  of  some  great  expert,  have  communicated  their  difficul- 
ties and  perplexities  freely  and  have  often  asked  for  help  that 
was  fully  accorded  them  whenever  possible.  The  fact  that  the 
elementary  teachers  themselves  participated  in  the  survey  has 
made  it  easy  for  the  teacher  of  the  class  to  ask  her  visitor  in  entire 
good  faith,  "Now,  as  one  teacher  to  another,  tell  me  candidly 
what  you  think  of  this  lesson?  What  are  its  weak  points  and 
liow  can  T  make  it  better?" 

A  class  in  geography,  reciting  on  the  topic  of  lumbering,  had 
a  confused  idea  of  the  work  done  in  a  Northern  lumber  camp, 
which  even  the  excellent  pictures  used  did  not  clarify.  The 
visitor  observing  this  said,  "1  was  brought  up  in  Manistee,  Mich- 
igan, and  visited  lumber  camps  frequently  during  my  girlhood. 
Will  you  let  me  explain  this  to  you?"  Immediately,  she  became 
one  of  the  class  with  teacher  and  children  and  the  information 
imparted  was  only  less  important  than  the  spirit  of  helpfulness 
which  converted  the  dreaded  surveyor  into  the  co-operating 
friend. 

In  almost  every  school  visited,  in  conversations  held  with 
principals  and  teachers,  there  was  an  interchange  of  helpful  sug- 
gestions and  ideals,  which  benefited  not  only  the  observed,  but  the 
observer  and  gave  an  impetus  to  the  work,  which  we  feel  hopeful 
will  be  evidenced  in  the  better  teaching  of  these  subjects  during 
the  coming  year.  One  of  the  visiting  principals  remarked,  "I  do 
not  know  how  much  my  visits  have  helped  the  classes  I  inspected, 


REPORT  OF  THE  SUPERINTENDENT.  139 

but  of  this  I  am  certain,  my  own  scliool  will  reap  the  benefit  of 
what  1  have  seen,  and  geography  and  nature  study  w'ill  be  taught 
during  the  coming  year  as  never  before.*' 

In  every  school  good  work  and  i)Oor  work  were  seen.  This 
lack  of  uniformity,  while  it  indicated  large  freedom  on  the  part 
of  the  individual  teacher,  raised  the  question  as  to  whether  some 
intelligent  and  more  specific  direction  might  not,  w  ithout  inhibit- 
ing initiative,  improve  the  general  quality  of  the  woi-k.  In  one 
school,  where  outlines  containing  minute  instructions  issued  from 
the  principaTs  olTice,  the  work,  although  uniform  in  character 
in  the  different  rooms,  was  especially  formal  and  dead  in  quality. 
How  to  avoid  this  result;  how  to  secure  individual,  educational 
work,  and  at  the  same  time  preserve  the  amount  of  uniformity 
considered  necessary  in  a  great  system  of  schools,  is  the  question 
that  is  not  yet  answered. 

A  practice  prevails  of  allowing  pupils  to  conduct  the  reci- 
tation by  asking  one  another  questions.  We  have  seen  this  method 
work  admirably  and  to  constructive  ends  when  rightly  guided 
by  tlie  teacher,  and  we  have  seen  a  great  deal  of  time  wasted 
when  pupils  had  no  perspective  of  the  relative  value  of  the  points 
involved  and  the  teacher  made  no  effort  to  organize  the  work  by 
skillfully  interposing  questions,  which  might  serve  to  bring 
the  isolated  facts  into  orderly  sequence. 

In  tW'O  sixth  grades,  side  by  side  in  the  same  school,  the 
geography  classes  were  as  widely  dissimilar  in  methods  of  work 
as  though  they  were  conducted  on  different  planets.  In  one  the 
work  w'as  mechanical  repetition  of  the  words  of  the  text,  the 
entire  attention  of  the  teacher  being  given  to  the  quality  of 
English  spokoii.  In  the  other,  the  pupils,  alive  with  interest  and 
with  a  clear  recognition  of  the  relative  value  of  the  topics  under 
consideration,  conducted  the  class  themselves.  They  had  pre- 
viously submitted  to  the  teacher  the  questions  they  were  going 
to  ask  and  she,  by  suggestion,  had  brought  about  some  needed 
clianges.  Pictures,  maps,  globes,  reference  books  were  used  freely 
and  intelligently  by  the  pupils  and  chalk  modeling  at  the  board, 
done  by  the  pupil  while  talking  on  his  subject,  all  combined  to 
make  this  a  memorable  recitation. 

In  a  seventh  grarie  class,  the  subject  was  Switzerland,  a  fine 
type  of  a  manufacturing  region  witliout  coal.  A  comparison  of 
tlie  manufacturing  processes  in  France,  Germany,  United  States 
or  Great  Britain,  with  those  in  Switzerland  would  have  made  a 
tine  topic  illustrating  casual  relations,  but  no  such  comparisons 
wei'e  made,  (llimate  as  to  altitude  only  was  spoken  of — nothing 
p.hont   th«^    rnodiflcat inn?   bv    storm    rpiiterc;    nvov  Gni'mnny    civen 


140  PUBLIC    SCHOOLS. 

in  the  text,  and  afTording  such  fine  work  on  meteorology  when 
enriched  by  reference  to  maps  in  the  early  part  of  the  geography. 
In  fourth  grade  geography,  in  the  majority  of  cases,  atten- 
tion to  place  geography  only  was  paid.  In  one  instance,  the 
teacher  had  her  own  maps  of  the  state  and  of  the  school  dis- 
trict for  pupils  to  copy.  In  another  class,  the  better  plan  was 
followed  of  having  the  pupils  make  a  class  map.  They  measured 
the  room  and  spaces  and  on  a  black  cloth,  spread  on  the  floor,  drew 
a  plat  of  the  room  lo  scale,  each  child  locating  his  own  seat.  The 
map  of  the  school  yard  was  made  in  the  same  way.  Effective 
suggestions  on  a  study  of  neighborhool  conditions  might  have 
followed,  attention  being  called  to  streets,  housing  conditions  and 
need  of  parks.  A  comparison  by  means  of  pictures  of  better 
neighborhoods,  might  have  proved  an  incentive  to  some  children 
for  bettering  conditions  in  their  own  neighborhood. 

The  above  illustrations  indicate  something  of  the  quality 
of  work  seen  and  the  kind  of  comments  made  upon  it.  I  summar- 
ize below  the  observations  mado  in  common  by  members  of  the 
committee : 

Supervision:  The  snpei'\'ision  of  geography  and  nature  study 
by  district  superintendents  and  principals  was  apparently  neither 
as  close  nor  as  helpful  as  it  was  of  other  subjects  in  the  curric- 
ulum. This  was  evidenced  by  the  very  marked  differences  ob- 
served in  the  quality  of  work  done  in  different  rooms  of  the  same 
school  and  in  different  schools  of  the  same  district. 

Recitations :  The  majority  of  recitations  heard  called  for 
mechanical  memory  work  and  place  geography — to  the  neglect 
of  causal  sequence.  The  working  knowledge  of  political  and 
place  geography  and  the  spelling  of  geography  terms  is  good. 

A  minority  of  superior  recitations  If'ft  nothing  to  be  desired 
in  plan,  purpose  and  results  attained. 

Materials:  Political  maps  were  seen  everywhere.  PhysicaJ 
and  relief  maps  were  not  as  numerous  and  there  was  a  notable 
absence  of  large  globes  and  sand  tables.  Picture  libraries  and 
museums  were  comparatively  few  and  their  intelligent  and  fre- 
quent use  is  a  matter  of  question. 

Some  excellent  work  was  being  done  with  stereopticon  slides, 
but  at  necessarily  infrequent  intervals.  Reference  books  were 
limited  both  in  number  and  range  of  selection,  and  not  enough 
geographical  readers  w^ere  in  the  hands  of  the  pupils. 

Differences  in  amount  of  material  in  different  schools  were 
very  marked,  some  having  quantities,  well  arranged  and  effect- 
ively used,  while  others  had  practically  none. 


REPORT  OF  THE  SUPERINTENDENT.  141 

Excursions:  Few  excursions  of  any  kind  had  been  taken, 
nor  was  available  geographic  material,  in  the  immediate  vicinity 
of  the  school,  used  to  any  extent. 

Correlation:  In  comparatively  few  cases  was  geography  cor- 
related with  history,  literature  or  civics.  Its  obvious  relation  to 
nature  study  was  more  frequently  shown,  but  in  the  main,  it  was 
an  isolated  topic. 

As  a  result  of  observations  made  upon  work  during  the  sur- 
vey, the  committee  recommends  as  follows: 

1.  That  a  more  helpful  supervision  of  geography  and  nature 
study,  emphasizing  fundamental  educational  principles,  rather 
than  details  of  method,  be  given. 

2.  That,  as  far  as  is  possible,  the  work  in  geography  and 
nature  study  be  departmental. 

3.  That  an  exchange  of  visits  between  teachers  be  provided 
for   and  encouraged. 

4.  That  excursions  by  classes,  accompanied  by  experienced 
teachers,  to  places  of  interest  connected  with  these  subjects  be  a 
regularly  planned  part  of  the  work. 

5.  That  some  systematic  plan  of  collecting,  distributing  and 
using  illustrative  material  be  followed  in  the  schools. 

6.  That  as  far  as  possible  the  special  training  in  geography 
and  nature  study  now  given  in  our  Teachers  College  be  utilized 
by  placing  the  incoming  young  teachers  where  they  shall  have 
opportunities  to  use  this  training. 

7.  That  attention  to  home  geography  be  continued  in  the 
fifth    and  sixth    grades. 

8.  That  the  closer  correlation  of  geography  with  history, 
civcs,  literature  and  other  subjects  should  be  made  wherever 
possible. 

9.  Finally,  that  a  permanent  nature  study  and  geographical 
committee  be  appointed,  whose  duty  it  shall  be  to  plat  the  city 
and  its  surroundings;  show  what  material  can  be  found;  tell 
where  and  how  to  reach  it  and  consult  with  all  transportation 
lines,  with  the  view  of  getting  reduced  rates  and  special  accommo- 
dations for  classes  wishing  to  visit  the  various  sections.  A  com- 
prehensive (excursion  plan  would  be  worked  out,  which  would 
open  up  a  new  field  of  investigation  for  nature  study  and  geog- 
raphy. 

On  the  Subject  of  Nature  Study. 

The  committee  reports  as  follows: 

i.  That  with  a  few  marked  exceptions,  nature  study  in  the 
ftlementary  schools  is  rarely  considered  a  vital  part  of  the  school 


142  PUBLIC     SCHOOLS. 

curriculum  and  more  rarely  still  shows  any  serious  attempt  at 
presentation  in  a  logical  and  effective  manner. 

2.  That  the  teaching  force,  however  well  fitted  by  training 
or  temperament  to  present  the  subject,  is  not  able  to  do  the  same 
justice  because  of  the  limitations  surrounding  it. 

3.  That  the  materials  and  equipment,  including  permanent 
collections,  window  boxes,  wardian  cases,  garden  facilities  in 
summer,  and  rooms  continuously  tvarm  in  winter,  books,  pictures 
and  other  accessories  are  w-holly  inadequate  for  a  reasonable 
presentation. 

4.  That,  in  short,  the  idea  does  not  prevail  that  nature  study 
is  a  means  of  cultivating  clear  and  correct  obsenation  and  ability 
to  correlate  cause  and  effect,  of  inducing  logical  reasoning,  of 
keeping  alive  the  inherent  love  of  the  esthetic,  of  appealing  to 
all  that  is  best  and  most  elevating  in  our  nature. 

We  recommend,  as  a  result  of  our  findings: 

1.  That  the  subject  be  given  a  position  commensurate  with 
its   vital,  economic  and  educational   importance. 

2.  That  it  be  taught  as  far  as  possible  departmentally  and 
by   those   specially   fitted   by   training  and   interest. 

3.  That  those  teaching  the  subject  be  jriven  opportunity 
to  visit  such  schools  as  take  an  enthusiastic  interest  in  the  study. 

4.  That  sutlicient  materials  and  e-quipment  be  iirovided,  in- 
cluding garden  facilities  in  summer,  and  room  or  rooms  con- 
tinuously warm  in  winter,  to  insure  a  growth  in  plants  that  will 
encourage  teaciiers  and  pui)ils  to  persistent  effort  in  their  cul- 
tivation. 

5.  That  nature  study  throughout  the  grades  correlate  with 
and  enrich  geography  in  planting  and  caring  for  plots  of  cereals, 
fiber  plants,  and  forage  crops;  making  expeditions  to  park  flower 
gardens,  nurseries  and  nearby  truck  farms;  observing  weather 
conditions  and  seasonal  changes;  and  studying  electricity  and  me- 
chanical forces  in  their  relations  to  problems  of  commercial  and 
industrial  life. 

6.  That  the  economic  activities  of  the  city  be  utilized  in 
their  relations  to  human  welfare  and  their  vocational  oppor- 
tunities. Among  these  activities  are  the  great  city  parks;  the 
great  truck  gardens  surrounding  the  city;  the  conservatories  of 
the  parks;  the  commercial  greenhouses;  and  many  model  private 
grounds — each  adding  its  testimony  to  the  fact  that  there  are 
abundant  and  beckoning  opportunities  for  the  florist,  fruit  grower, 
farmer,  dairyman,  forester,  landscape  gardener,  commercial 
grower  of  vegetables  afield  or  in  the  greenhouse,  head  gardeners, 
farm    superintendents,    and   a   host   more    that   will    relieve    the 


REPORT  OF  THE  SUPERINTENDENT.  143 

cities  of  their  tloating,  menacing  population,  increase  the  pro- 
ductive resources,  and  purify  in  many  ways  the  body  social  and 
politic. 

Kate  S.  Kellogg,  Chairman. 

Elementary  Schools. 

Harry  T.  Baker, 

Principal,  Fiske  School. 
Eleanor  Gull, 

Teacher,  Farragut  School. 
Eleanor  Hampton, 

Teacher,  Albany  Ave.  School. 
Thomas  G.  M.  Jamieson, 

Principal,  Goudy  School. 
Orris  J.  Milliken, 

Principal,  Worthy  School. 
Anna  Pyne, 

Teacher,  Pickard  School. 
Arthur  0.  Rape, 

Principal,  Ray  School. 
Sara  G.  Roghford, 

Teacher,  Hedges  School. 
Edith  P.  Shepherd, 

Principal,  Warren  School. 


High  School. 


Herman  S.  Pepoon. 

Teacher,      Lake     View     High 
School. 


14-t  "  PUBLIC     SCHOOLS. 


HISTORY. 

Outline  for  the  Committee  on  Elementary  Schools  with  Summary 

of  Reports  from  Seventy-two  Schools. 

Is  there  an  organization  of  the  celebrations  in  connection  with 
the  patriotic  holidays,  which  results  in  a  knowledge  of  History? 
Yes,  63;  No,  19. 

Which  holiday  is  singled  out  for  emphasis? 

Are  the  patriotic-  songs  a  means  of  cultivating  a  love  of  coun- 
try? 

Are  the  patriotic  poems  memorized  by  classes  or  by  individ- 
uals? 

Has  the  school  a  collection  of  historical  pictures? 

Are  any  of  the  decorative  pictures  historical  in  character? 

Has  anything  in  tho  way  of  Pageant  boon  organized?  If 
so,  note  its  character. 

Is  there  a  well  selected  supply  of  supplementary  reading  ma- 
terial?   Yes,  50;  No,  22. 

Has  the  school  a  supply  of  library  books  bearing  on  History? 
Yes,  29;   No,   43. 

Does  the  school  make  use  of  the  facilities  offered  by  the 
Public  Library?     Yes,  i3;  No,  29.    By  the  Historical  Society? 

Is  the  principle  of  the  three  text  book  plan  recognized?  Yes, 
61;  No,  11. 

A  list  of  patriotic  poems  suitable  for  different  grades. 

Some  of  the  best  supplementary  readers  bearing  on  History. 

Some  of  the  most  suitable  library  books  presenting  historical 
material. 

Is  training  for  civic  responsibility  manifest?  Yes,  60;  No, 
12. 

Did  the  registration  of  the  mothers  bring  out  the  necessity 
and  advantage  of  naturalization  for  foreign  born  people?  Yes,  43; 
No,  29.    Several  of  these  29  schools  are  American. 

The  recitation  in  History: 

1.  Was  it  inclined  to  be  formal  or  memoriter?  Yes,  19; 
No,  48. 


REPORT  OF  THE  SUPERINTENDENT.  145 

2.  Did  the  teacher  depend  upon  volunteers? 

3.  Did  the  recitation  develop  "initiative"? 

4.  Were  formal  written  tests  in  evidence? 

5.  Did  the  lesson  lead  into  questions  ol'  the  day? 

6.  Did  it  start  with  a  question  of  the  day? 

7.  Was  there  evidence  of  organization  on  the  part  of  the 
teacher?    On  the  part  of  the  children?     Yes,  58;  No,  14. 

The  leading  aims  in  history  teaching  are  to  secure  apprecia- 
tion on  the  part  of  the  children  of  the  hardships  of  the  pioneers, 
to  build  up  ideals  of  leadership,  and  to  enable  the  young  citizens 
to  regulate  their  own  conduct  for  the  good  of  the  community.  The 
nature  of  this  w^ork  renders  it  inadvisable  to  arrange  a  scale  of 

measurements  such  as  is  used  in  determining  efficiency  in  pen- 
manship, spelling  and  mathematics. 

"Doubtless  w^e  think  with  only  a  small  part  of  our 
past,  but  it  is  with  our  entire  past,  including  the  original 
bent  of  our  soul,  that  we  desire,  will  and  act.  Our  past, 
then,  as  a  whole,  is  made  manifest  to  us  in  its  impulse; 
it  is  felt  in  the  form  of  tendency,  although  a  small  part 
of  it  only  is  known  in  the  form  of  idea." 

The  younger  children  must  get  a  great  deal  of  the  historical 
past  from  incident,  story  and  biography.  As  the  children  move 
on  in  the  grades,  reading  and  discussion  must  ever  be  the  methods 
of  advance.  The  young  soul,  feeling  the  impulse  of  Columbus' 
persistence,  George  Washington's  triumph  over  difficulties,  Abra- 
ham Lincoln's  spirit  of  justice,  is  gathering  a  past  whose  ultimate 
future  cannot  be  measured  l3y  a  finite  committee. 

A  committee  of  eight  members  and  the  chairman  have  vis- 
ited seventy- four  elementary  schools;  a  committee,  consisting  of 
seventeen  members  and  Che  chairman,  have  visited  the  twenty- 
one  high  schools.  In  every  case,  the  vistors  have  been  received 
with  marked  courtesy,  and  every  effort  has  been  made  to  give 
them  an  adequate  idea  of  the  actual  work  done.  Both  committees 
have  considered  first,  the  equipment  of  each  school  for  instruction 
in  history  and  training  in  civics;  second,  the  appreciation  of  the 
objects  of  the  study  and  training,  and  the  degree  of  efficiency 
secured  by  moans  of  the  equipment  at  hand.  Meager  oquipmont 
has  not  always  been  found  to  interfere  with  success. 

.  The  belief  of  Mu'  school  peoplo  in  the  value  of  arousing  the 
emotions  is  so  strong  that  but  a  single  principal  considered  the 


146  x^UBLIC     SCHOOLS. 

patriotic  celebrations  empty.  In  many  of  the  scliools,  the  celebra- 
tion for  each  of  the  patriotic  holidays  is  prepared;  it  takes  place 
on  the  day  preceding  the  holiday  and  is  colored  by  the  nature 
of  the  patriotic  day.  The  upper  grade  children  are  responsible 
for  one  hour  and  the  lower  grade  children  for  another.  In  some 
schools  this  work  has  been  so  organized  that  the  preparation  does 
not  fall  heavily  upon  any  one  teacher,  nor  are  the  children  of 
all  the  school  frequently  diverted  from  their  regular  work.  The 
element  of  expectation  and  subsequent  surprise  for  the  ones  who 
are  to  act  as  audience  is  a  wonderful  incentive  to  those  who  take 
part.  Where  the  setting  of  the  historical  event  makes  it  vivid 
and  concrete,  the  impressions  are  lasting.  Dramatization,  pageant, 
song  and  recitation  lend  themselves  to  this  phase  of  history  work. 
In  a  few  of  the  schools,  the  visits  happened  on  the  regular  assem- 
bly days.  The  assembly  songs  were  well  rendered;  many  of  the 
classes  and  individuals  were  prepared  with  recitations,  including 
the  flag  salute,  the  civic  creed,  the  Gettysburg  Speech  and  patriotic 
poems.  The  opportunity  for  the  principal  or  some  visitor  to  bring 
before  these  children  their  civic  duties  was  improved. 

Dramatization  and  pageant  are  not  general.  Where  these 
means  have  been  used  the  results  pay  for  all  the  time  occupied. 
The  explorers,  our  American  pioneers,  our  Indians  and  our  patriots 
took  part  in  scenes  that  appeal  to  the  imagination  and  strengthen 
the  purpose.  One  teacher  prizes  the  dramatization  because  it 
enables  her  to  secure  team  work  from  the  children,  who  see  a 
unifled  whole,  in  which  every  child  has  had  an  opportunity  to  take 
part.  The  excursion  to  the  library  and  to  magazines,  the  study 
of  pictures  in  order  that  the  costumes  may  be  fitting,  the  imper- 
sonation of  the  heroes,  all  contribute  to  the  historical  feeling  and 
to  the  historical  knowledge  of  the  children.  The  home  resources 
that  are  discovered  on  the  occasion  of  a  pageant  tend  to  enlist  the 
interest  and  sympathies  of  the  parents.  Indian  baskets,  bows  and 
arrows,  a  tomahawk,  leggings,  a  buffalo  robe,  articles  which  have 
been  prized  by  older  members  of  the  family,  are  pressed  int^) 
service,  and  the  pride  of  the  contributors  enters  into  the  success 
of  the  play.  A  sixth  grade  class  began,  in  the  presence  of  a  visitor, 
the  preparation  for  a  dramatization  of  the  life  of  La  Salle.  The 
children  were  asked  to  plan  the  successive  scenes,  naming  the  per- 
sons who  should  appear  and  telling  what  they  would  say.  The 
place  of  each  meeting  and  the  surroundings  were  debated  with 
energy  and  interest.  The  children  referred  constantly  to  their 
texts.  There  was  no  difficulty  in  regard  to  their  understanding 
the  language,  for  a  misinterpretation  was  immediately  corrected 
by  some  zealous  member  of  the  class.    La  Salle  as  a  teacher  gave 


REPORT  OF  THE  SUPERINTENDENT.  147 

Opportunity  for  a  number  of  his  pupils  to  take  part;  La  Salle 
at  L'ourt  gave  promise  of  a  brilliant  scene,  in  which  it  was  evident 
that  the  class  had  decided  upon  the  royal  actors.  The  teacher 
of  this  class  had  previously  dramatized  Washington's  return  from 
a  visit  to  the  forts,  and  also  an  Indian  legend.  For  the  latter, 
another  teacher  had  composed  appropriate  music.  The  LaSalle 
dramatization  promises  an  amount  of  history  reading  and  investi- 
gation that  will  be  exceedingly  profitable  to  all  concerned. 

In  some  schools  the  decorative  pictures  for  the  corridors 
and  walls  have  among  them  a  liberal  sprinkling  of  those  of  a 
decidedly  historical  character.  Betsy  Ross,  the  Pilgrims  going  to 
Church,  Priscilla  and  John  Alden,  the  Spirit  of  '76,  the  Surrender 
of  Gornwallis,  Lincoln  with  his  Cabinet,  Scenes  in  Congress,  pic- 
tures of  the  Capitol  and  of  other  public  buildings  in  Washington, 
all  tend  to  dignify  the  knowledge  of  national  life.  In  some  schools 
a  fine  collection  of  stereoscopic  pictures  plays  an  important  part; 
muny  teachers  have  had  the  children  make  collections  of  historical 
pictures  which  have  appeared  in  magazines  and  in  newspapers. 
The  children  in  many  cases  prepare  the  talk  beforehand  and 
come  able  to  give  the  stereopticon  lecture. 

An  appreciation  of  the  cartoons  gives  evidence  of  a  consider- 
able knowledge  of  history  and  historical  literature.  "Hit  the  Apple, 
Save  the  Boy"  met  with  an  immediate  response  of  the  story  of 
William  Tell. 

The  Daughters  of  the  American  Revolution  have  from  time  to 
time  placed  pictures  and  statuettes  in  the  public  schools.  Thir- 
teen copies  of  the  Minute  Man  and  seventeen  of  George  Rogers 
Clark  have  been  given  to  schools.  The  presentation  of  the  George 
Rogers  Clark  statue  has  in  each  instance  given  a  decided  impetus 
to  the  study  of  the  part  taken  by  this  hero  in  the  early  history  of 
the  country. 

No  feature  of  the  work  in  the  upper  grades  has  elicited  more 
discussion  than  the  use  of  three  text  books;  no  feature  has  re- 
sulted in  greater  progress  for  children  and  teachers.  It  is  not 
possible  for  a  class  which  has  used  intelligently  the  three  text 
hooks  to  recite  in  a  formal,  memoriter  style.  The  inclination  fo 
do  this  is  turned  by  some  child  who  has  read  a  difTerent  presen- 
tation in  his  own  book  oj-  in  one  of  the  numerous  texts  at  hand. 
The  natural  consequence  is  that  the  children  are  not  satisfied  even 
with  the  three  books.  They  are  enthusiastic  borrowers  from  the 
Public  Library;  th(^y  contribute  incident  and  story.  One  sixth 
grade  foreign  boy  announced,  with  considerable  pride,  that  he  has 
seven  history  books  at  home;  he  had  identified  himself  with  George 
Washington.    In  some  schools  the  teachers  considered  the  multiple 


148  PUBLIC    SCHOOLS. 

text  book  plan  the  only  way  to  get  good  results  in  history;  the 
ability  of  their  children  to  use  books  and  to  become  independent  in 
thinking  is  marked.  The  three  text  book  plan  has  not  always  had 
a  fair  opportunity.  Where  the  teacher  borrows  from  an  adjoining 
room,  so  that  all  the  children  may  use  the  one  text  book,  the 
principle  of  the  three  book  plan  is  violated;  where  books  are 
borrowed  so  that  all  the  children  may  use  the  different  books,  the 
response  justifies  the  experiment.  The  formal  recitation  of  the 
children  betrays  the  narrowing  to  a  single  text,  even  when  the 
three  text  books  are  distributed  around  the  class;  child  after  child 
repeats  a  statement  in  the  words  of  the  favored  book. 

In  the  eighth  grade  and  in  the  high  school,  the  training  and 
development  of  the  reasoning  faculties  should  be  added  to  the  aims 
of  history  teaching  in  the  preliminary  grades.  The  power  to  weigh 
and  consider,  the  judicial  attitude  of  mind,  the  ability  to  investi- 
gate and  even  suspend  judgment  for  a  time,  should  be  secured 
from  the  adequate  teaching  of  history.  The  use  of  a  number  of 
texts  is  absolutely  essential  to  the  carrying  out  of  this  important 
aim. 

In  some  schools  the  wise  expenditure  of  the  supplementary 
reading  money  has  provided  a  liberal  supply  of  reading  matter 
which  is  available  for  work  in  history.  In  other  cases,  a  small 
but  well  selected  stock  serves  an  excellent  purpose.  The  text 
, books  in  reading  afford  excellent  material  in  history.  The  account 
of  the  Easter  Egg  Rolling  in  Washington  found  in  the  PrimeF^ 
locates  definitely  the  seat  of  the  Federal  Government.  The  First 
Reader  gives  George  Washington  and  the  Flag.  In  the  Second 
Reader  there  are  eight  history  selections;  in  the  ThirtI,  four;  thf^ 
Fourth  Reader  presents  thirteen  prose  selections  and  four  poems: 
in  the  Fifth  Reader  there  are  over  thirty  selections  which  bear 
directly  upon  history.  Lucretia's  Experience  with  the  Red  Tyoats. 
the  Blue  and  the  Gray,  and  the  Perfect  Tribute  are  all  definite  in 
time  and  place  with  children  in  certain  classes.  How  the  membo]- 
of  other  classes  have  read  these  selections  without  realizing  th'' 
historical  part  of  them  is  a  mystery. 

The  Public  Library  has  proved  a  valuable  adjunct.  Th^ 
teacher  is  at  liberty  to  make  a  selection  in  the  month  of  August. 
She  receives  fifty  books  w^hich  remain  with  her  children  for  an 
extended  period.  Then  this  set  is  exchanged  for  another.  Teachers 
who  are  desirous  of  having  history  material  are  accommodated  so 
far  as  the  limited  resources  of  the  Library  permit.  The  Historical 
Society  affords  opportunities  which  no  young  people  can  afford 
to  miss.  The  collection  of  material  bearing  on  the  history  of 
Chicago   and  the   lectures   which   have  been  offered   have  drawn 


REF'ORT  OF  THE  SUPERINTENDENT.  149 

many  children  to  the  building.  In  classes  where  the  delegates 
return  and  give  an  account  of  their  visit,  the  children  are  inter- 
ested and  helped. 

So  much  of  history  is  presented  in  the  patriotic  poems  that 
more  of  them  should  be  included  in  the  poems  to  be  memorized. 
Their  literary  flavor  is  highly  desirable.  They  lend  themselves 
to  the  concert  recitation.  Children  who  would  be  shy  about  recit- 
ing alone  are  encouraged  to  memorize  and  recite  with  a  class. 

There  is  a  considerable  degree  of  training  along  civic  lines. 
The  flag  salute  and  the  civic  creed  are  good  material  for  memoriz- 
ing. Through  the  study  of  the  activities  of  the  policeman,  the 
flreman,  the  postman,  the  President,  the  children  become  familiar 
with  the  City  and  Federal  governments.  Springfield  and  the  move- 
ments of  the  Governor  bring  before  them  something  of  the  State 
organization.  The  county  organization  is  known  to  comparatively 
few,  although  our  County  institutions  are  prominent.  Tiie  special 
interest  of  principal  or  teacher  in  the  Park  System  sometimes  en- 
lists the  interest  of  the  children.  Studies  of  the  baker,  the  milk- 
man, the  builders,  furnish  rich  educational  material  and  inspire 
respect  for  useful  labor.  There  is  a  very  general  effort  to  have 
the  children  feel  their  responsibility  for  obedience  to  law.  Through 
the  consideration  of  Woman  Suffrage,  the  facts  in  regard  to  natu- 
ralization and  its  benefits  were  fully  discussed.  Citizenship  means 
not  only  power  to  vote  but  also  admission  to  sundry  occupations 
sufficiently  honorable  to  be  reserved  for  native  born  or  naturalized 
citizens.  The  dignity  with  which  the  children  discuss  this  subject 
which  comes  so  close  to  their  mothers  and  gives  these  mothers  a 
privilege  equal  to  that  enjoyed  by  the  highest  lady  in  the  State, 
makes  for  democracy.  In  most  cases  the  discussion  of  naturaliza- 
tion took  place  in  the  eighth  grade  class,  but  the  visitor  found  one 
sixth  grade  in  which  every  problem  of  naturalization  that  pertains 
to  the  children  in  the  room  had  been  satisfactorily  solved. 

At  no  time  is  technique  valuable  unless  it  is  to  be  used.  Nev- 
ertheless, we  still  find  classes  laboring  to  commit  to  memory  the 
movements  of  forces  in  the  Civil  War,  which  ended  nearly  fifty 
years  ago.  It  is  needless  to  say  that  forces  would  never  again  be 
moved  as  they  were  in  those  momentous  four  years.  The  improve- 
ments and  inventions  of  fifty  years  have  changed  the  face  of  war- 
fare, as  well  as  the  employments  of  peace.  Incident  and  story, 
rather  than  technique  make  the  events  of  that  time  real.  The 
chfldren  who  read  about  '*Jo's  Sacrifice"  want  to  know  more  of  the 
sufferings  of  the  soldiers.  Lincoln's  clemency  to  the  young  sol- 
dier who  slept  at  his  post  means  more  than  the  number  killed  and 
wounded  in  a  battle.     It  does  not  speak  well  for  the  respect  due 


150  PUBLIC     SCHOOLS. 

these  fifty  productive  years  to  find  the  campaign  maps  and  the 
minute  detail  of  the  movement  of  detachments  of  troops  occupy- 
the  center  of  attention.  An  eighth  grade  teacher  remarked  to  her 
class  that  during  the  fifteen  years  following  the  Civil  War,  federal 
legislation  bore  largely  upon  matters  that  pertained  to  the  war, 
but  that  after  that  date  there  was  a  complete  change.  The  res- 
toration to  the  southern  states  of  their  right  to  regulate  their 
internal  aflairs,  the  establishment  of  Civil  Service,  labor  legis- 
laion,  combinations  of  capital,  the  expansion  of  the  country,  sani- 
tation, the  movement  into  tlie  far  East,  all  carry  a  living  interest. 

One  does  not  expect  the  children  in  the  first  six  grades  to 
present  related  history;  but  many  of  the  classes  in  fifth  and  sixth 
grades  are  in  possession  of  the  essential  facts  in  American  His- 
tory; the  characters  appear  in  the  right  place,  engaged  in  the  his- 
torically correct  act.  Proper  organization  would  secure  as  much 
in  any  school.  Failure  to  make  use  of  the  patriotic  poems  and 
lack  of  organization  to  insure  a  background  for  thr»  connected 
work  in  eighth  grade  are  the  weaknesses  of  the  lower  grades. 
The  failure  to  recognize  the  living  events  of  the  half  century 
following  the  Civil  War  results  in  deadening  the  enthusiasm  which 
many  of  the  children  bring  from  the  lower  grades.  Initiative  is 
not  developed  by  consideration  of  the  minute  details  of  the  battle 
field. 

The  schools  fail  to  recognize  the  Chic^ago  Flag.  Some  evi- 
dence of  the  existence  of  tlip  city  as  a  civic  organization  sould  be 
presented  to  the  children. 

HIGH  SCHOOLS. 

Ancient  History,  Medieval  History,  History  of  Modern  Europe, 
English  History,  United  States  History. 

Do  the  High  School  pupils  approach  the  study  of  History  with 
the  advance  in  power  which  should  reasonably  be  expected? 

To  what  extent  is  the  study  one  of  isolated  facts? 

To  what  extent  does  it  trace  the  development  of  the  freedom 
of  mankind? 

To  what  extent  does  it  make  for  good  citizenship? 

Are  questions  concerning  such  subjects  as  those  listed  below 
connected  with  the  discussion  of  he  history? 

Industrial  Development,  Child  Labor.  Naturalization.  Suffrage 
for  Women,  States  Rights,  Laws  regarding  the  Holding  of  Land  by 
Aliens. 

To  what  extent  do  the  pupils  make  use  of  Histories  other 
than  the  required  text? 

Is  collateral  reading  evident? 


REPORT  OF  THE  SUPERINTENDENT.  151 

Are  pictures  and  other  illustrative  material  used? 

Is  the  Public  Library  used  for  History  material? 

Are  the  pupils  familiar  with  the  work  of  the  Historical  So- 
ciety? 

Is  the  English  of  the  recitation  clear,  dignified,  connected? 

The  high  schools  were  visited  by  sub-committees  of  two  or 
three  members  who  unite  in  testifying  to  a  preparation  of  the 
teachers,  which  indicates  deep  study  and  broad  reading. 

The  sub-committees  differ  radically  in  their  reports  of  the 
power  of  the  young  people  in  approaching  their  history  work. 
The  visitors  in  six  high  schools  commend  the  advance  as  fully 
equal  to  expectation;  indeed,  they  unite  in  saying  that  it  was  a 
revelation  to  them  to  see  the  earnestness,  the  ability  and  the  indus- 
try of  the  young  men  and  women  who  make  up  our  high  school 
of  to-day,  our  city  and  country  of  to-morrow. 

Though  there  was  no  formal  effort  to  trace  the  development 
of  the  freedom  of  mankind,  the  connection  between  past  and  pres- 
ent was  made  so  plain  that  no  child  could  fail  to  see  the  steps 
by  which  man  has  climbed  to  his  present  position.  The  same  vir- 
tues and  vices  were  discovered  in  the  ancient  Roman,  the  medieval 
Slav,  the  conservative  Englishman,  the  modern  American.  No  pupil 
who  has  passed  through  the  experiences  with  these  faithful  intel- 
ligent teachers  can  fail  to  become  broader,  better  and  more  intelli- 
gent. 

Evidence  of  collateral  reading  was  shown  in  the  recitation. 
Papers  on  special  topics  showed  industrious  research;  intelligent 
assimilation  of  facts  not  in  the  text  book  was  evident. 

Where  teachers  and  pupils  expressed  themselves  clearly  and 
concisely,  it  was  a  joy  to  listen  to  the  well  chosen  sentences  pre- 
sented by  modulated  youthful  voices;  the  quick,  kindly  correction 
followed  the  error  in  fact  or  form.  In  one  high  school,  where 
"cradle  English"'  has  not  entirely  disappeared,  careful  pronuncia- 
tion and  correct  English  were  demanded,  with  gratifying  response. 

In  six  other  high  schools,  there  was  little  evidence  of  collateral 
reading;  in  some  cases,  comparatively  few  members  of  the  class 
had  made  the  preparation  of  the  lesson  which  the  subject  demands. 
Nor  did  the  pupils  approach  the  study  of  history  with  the  advance 
in  power  which  one  would  expect;  they  were  interested  in  tho 
recitation  and  appreciated  the  presentation  made  by  the  teacher, 
but  did  not  impress  the  visitors  as  students. 

The  rej)orts  from  the  remaining  nine  high  schools  commended 
some  classes  and  presented  faults  seen  in  other:^.  The  members  of 
the  committee  are  convincpd  that  tl.'e  differences  arise  in  pari  from 
the  elective  position  of  history.    Where  young  people  of  a  «ingle 


ibZ  PUBLIC     SCHOOLS. 

year  are  working  in  a  class,  the  results  are  markedly  better  than 
where  the  class  includes  people  from  the  second,  third  and  fourth 
years.  Under  the  less  favored  condition,  the  less  mature  do  not 
reach  out  and  grasp  the  situation  as  well  as  the  seniors  do;  the 
younger  children  are  deterred  from  expressing  themselves  as  fully 
as  they  would  if  they  did  not  have  the  broader  expression  of  the 
older  children  to  measure  up  with.  Glasses  in  United  States  History 
seem  to  merit  most  of  the  criticism  along  these  lines;  the  novelty 
or  story  interest  does  not  exist,  and  the  mixed  classes  do  not  en- 
courage an  organization  of  material  suitable  for  the  older  people. 
The  classes  in  industrial  history  meet  with  very  general  approval. 
The  subject  is  practical  and  the  facts  are  viewed  from  a  new  angle. 
It  would  seem  possible  to  omit  a  review  of  United  States  History 
as  a  study  of  facts  too  greatly  resembling  the  work  of  the  eighth 
grade;  the  same  time  spent  on  industrial  history  would  hold  the 
attention  and  give  opportunity  for  the  use  of  the  knowledge 
already  acquired. 

The  study  of  history  and  civics  contributes  decidedly  to  good 
citizenship.  In  one  school  the  young  people  were  receiving  very 
definite  instruction  in  regard  to  the  various  elections  which  take 
place  in  Chicago.  Their  dates,  the  nomination  of  the  candidates 
and  other  matters  of  practical  politics  wim'c  discussed  fully  and 
freely,  without  partisan  bias.  The  oflicprs  for  whom  women  may 
vote  were  distinguished  from  the  constitutional  olTicers  and  the 
resulting  limitations  of  suffrage  were  well  brought  out.  It  is  worthy 
of  note  that  this  work  was  done  in  a  class  composed  entirely  of 
seniors;  the  recitations  werc^  connoctod  and  dignified.  This  school 
is  in  possession  of  a  good  historical  library:  a  teacher  sppcializes 
in  history  and  civics.  She  keeps  in  touch  with  the  outside  agencies, 
which  give  her  information  and  training:  the  good  results  are  evi- 
dent. 

In  the  majority  of  high  schools  the  lack  of  picture's  and  other- 
illustrative  material  is  noticeable.  Where  such  material  exists 
it  seems  to  be  supplied  by  the  teacher  and  it  is  highly  appreciated. 
There  is  little  use  of  the  Public  T.ibrary  and  no  interest  in  the 
Historical  Society.  The  teachers  explained  these  conditions  by 
stating  that  the  young  people  are  obliged  to  devote  so  much  time 
to  the  other  studies  that  they  have  but  little  left  for  history. 
The  material  presented  is  well  related  and  in  many  cases  con- 
nected definitely  with  the  question?  of  the  day.  Immigration,  indus- 
trial developmnt,  naturalization,  child  labor,  suffrage  for  women, 
states  rights,  laws  regarding  the  holding  of  land  by  aliens,  the 
initiative  and  the  referendum,  the  commission  form  of  government 
for  cities  were  discussed  in  different  classes. 


RKPORT  OF  THE  SUPERINTENDENT.  153 

While  but  two  cases  of  lack  of  preparation  on  Lhe  part  ol 
teachers  were  observed,  the  visitors  noted  a  tendency  to  the  col- 
lege lecture  system.  The  question  and  answer  recitation  has  not 
been  entirely  eliminated.  The  committee  unites  in  recommending 
that  the  topical  recitation  be  more  generally  used.  May  it  not 
be  well  for  teachers  generally  to  consider  whether  they  are  in 
the  habit  of  stating  the  answer  and  demanding  that  the  pupils 
merely  pass  an  opinion  upon  the  statement  by  saying  yes  or  no? 
In  a  recitation  on  the  life  and  times  of  Lincoln,  the  teacher  gave 
much  information  concerning  a  certain  speech,  but  did  njDt 
produce  the  speech  or  direct  the  children  to  a  book  containing 
this  speech.  Cultivation  of  the  student  attitude  would  require 
some  research  necessary  to  first  hand  acquaintance  with  the  docu- 
ment. In  one  of  the  highly  commended  high  schools,  impersona- 
tion is  a  favorite  method  of  making  the  history  work  vivid.  The 
students  enter  into  the  character,  using  literature,  picture,  song 
and  story  as  accessories.  Each  prepares  his  own  expression  of 
what  he  conceives  to  be  the  person  under  stress.  The  value  to 
the  English  is  quite  as  great  as  that  to  the  history.  Some  of  the 
appeals,  explanations  and  soliloquies  were  moving.  In  this  work, 
the  historical  novels  find  their  place;  the  charm  of  romance  holds 
the  attention  of  the  young  people  and  the  literary  style  is  to  be 
preferred  to  that  of  any  text-book.  Some  of  the  elementary  schools 
contributing  to  this  particular  high  school  begin  the  impersonation 
work  in  the  eighth  grade:  the  elementary  teachers  are  gratified 
to  see  the  work  extended  and  developed  in  the  high  school. 

In  but  one  class  did  the  pupils  seem  to  be  availing  themselves 
of  the  opportunity  to  use  more  than  one  text.  The  power  to  weigh 
and  consider  can  be  cultivated  in  no  surer  way  than  by  the  com- 
parison of  statements  found  in  the  various  texts;  moreover,  this 
method  of  handling  history  gives  the  teacher  the  opportunity  to 
eliminate  the  non-essentials.  There  is  no  subject  which  can  be 
expected  to  lead  more  surely  into  an  understanding  of  civic  and 
national  conditions.  Comparatively  few  people  read  even  the 
leading  editorials  which  help  to  shape  public  opinion  or  reflect 
its  course:  may  we  not  charge  this  lack  in  part  to  the  habit  of 
the  history  class  of  getting  its  information  from  one  book,  from 
the  teacher  or  from  a  few  devoted  members  of  the  class,  rather 
than  from  the  more  stirring  exercise  of  the  faculties?  People  who 
read,  mark,  learn  and  inwardly  digest  the  valuable  material  of  his- 
tory, possess  an  advantage  not  f^asily  wrested  from  them.  The 
public  mind  needs  historical  consciousness,  breeding  a  spirit  of 
patriotism  out  of  which  healthful  social  activities  may  grow,  be- 


154  PUBLIC    SCHOOLS. 

getting  a  habit  of  recognizing  institutions  in  the  process  of  devel- 
opment rather  than  as  static  and  final. 

Gertrude  E.  English.  Chairman. 

Elementally  Schools. 

Evelyn  M.  Favor, 

Teacher,  Beale  School. 
Mary  B.  Livingston, 

Head  Asst.,  Farren  School. 
Emma  B.  Lowell, 

Teacher,  Madison  School. 
E.  L.  C.  Morse, 

Principal,     Phil    Sheridan 

School. 
Albertine  J.  Olson, 

Head  Asst.,  Sherman  School. 
Lina  E.  Troendle, 

Principal,  Agassiz  School. 
James  E.  Welsh, 

Principal,  Garfield  School. 
Jaroslav  J.  Zmrhal, 

Principal,  Herzl  School. 

High  Schools. 

Phebe  a.  Hurlbut, 

Teacher,  McPherson  School. 
Robert  G.  Jeffrey, 

Principal,  Sawyer  Av.  School. 
John  A.  Johnson. 

Principal,      Mark      Sheridan 

School. 
Alice   T.   Keary, 

Head  Asst.,   Seward  School. 
Daniel  R.  Martin, 

Principal,  Pullman  School. 
James  W.  McGinnis. 

Principal,  Holmes  School. 
John  B.  McGinty, 

Principal,   Parkman   School. 
Agnes  McTlhon, 

Head    Asst.,    Ravenswood 

School.  , 

Visa   McLaughlin, 

Principal,   Sexton   School. 


report  of  the  superintendent.  155 

Emma  B.  Motschman, 

Head  Asst.,  Schneider  School. 
Anna  F.  Mullav, 

Principal,  Sullivan  School. 
Belle  B.  Murphy, 

Principal,  Schiller  School. 
Flora  V.  Renaud, 

Principal,   Clay  School. 
Simeon  V.  Robbins, 

Principal,    Hayes   School. 
Helen  R.  Ryan, 

Principal,  Trumbull  School. 
Inger  M,  Schjoldager, 

Principal,  Adams  School. 
Sara  M.  Wright, 

Head  Asst.,  Fulton  School. 


156  PUBLIC     SCHOOLS. 


GERMAiV 

Plan  of  the  Inquiry. 

Ttie  large  number  of  schools  offering  German,  and  the  email 
membership  of  the  committee  precluded  visits  to  all  classes  in  the 
subject.  The  committee  was  separated  into  two  sub-committees, 
who  visited  twenty-two  elementary  and  nine  high  schools.  Schools 
were  selected  at  random,  except  that  care  was  taken  that  they 
be  rather  evenly  distributed  over  the  city  and  that  children  of 
different  nationalities  and  diverse  conditions  of  home  life  might 
be  observed. 

Elementary  Schools. 

Extent  to  Which  German  Is  Offered. 

German  classes  exist  in  approximately  forty  per  cent  of  the 
elementary  schools.  By  far  the  larger  number  of  classes  are  in 
the  North  Side  schools,  a  section  where  (iermans  and  people  of 
German  descent  live  in  considerably  larger  proportion  than  else- 
where in  the  city. 

Proportion  of  Children  Studying  German. 

No  attempt  was  made  to  secure  precise  figures  covering  the 
extent  to  which  the  subject  is  studied.  The  rules  of  the  Board 
of  Education  provide  that  classes  in  German  are  to  be  formed  in 
a  school  when  the  parents  of  as  many  as  fifty  children,  in  writing 
re<iuest  the  subject;  and  the  course  of  study  provides  for  the  sub- 
ject in  grades  Tive,  six,  seven  and  eight  as  an  elective  under  the 
conditions  mentioned.  Under  the  operation  of  these  provisions 
practically  all  children,  whose  parents  wish,  are  able  to  study 
German.  In  schools  where  no  especial  effort  is  made  to  direct  at- 
tention to  the  subject,  where  it  is  regarded  merely  as  any  other 
subject  in  the  curriculum,  the  proportion  of  children  in  the 
grammar  grades  found,  in  German  classes  varies  from  one-third 
to  two-thirds.  One-half  would  perhaps  be  the  general  average  of 
all  elementary  schools  offering  the  subject. 

Conditions    Affecting    the    Formation    of    Elementary    Classes    in 

German. 

It  seems  that  the  number  of  children  electing  German  in 
any  particular  school  depend?  very  largely  upon  the  attitude  of 


REPORT  OF  THE  SUPERINTENDENT.  157 

the  principal,  even  in  German  communities.  Under  the  rules  for 
the  formation  of  classes,  in  some  large  schools  but  few  more 
than  the  number  required  are  studying  the  subject;  whereas  in 
others  practically  all  children  eligible  do  so.  Many  principals 
do  not  favor  German  classes  in  their  schools.  In  a  few  schools, 
however,  so  much  enthusiasm  for  the  subject  is  manifested  on 
the  part  of  principals  or  of  teachers  that  there  has  been  active 
propaganda  in  the  community  seeking  to  interest  parents  and 
pupils  in  the  subject.  Curiously  all  cases  of  this  sort  observed 
are  in  non-German  communities  and  in  schools  with  non-German 
principals.  It  appears  in  a  general  way,  that  wherever  the  prin- 
cipal enthusiastically  favors  the  subject  there  is  no  difficulty  in 
forming  classes,  except  possibly  in  small  schools. 

The  reason  most  frequently  assigned  by  principals  in  making 
objection  to  the  formation  of  German  classes  in  their  schools  is 
that  such  special  classes  interfere  seriously  with  an  effective  or- 
ganization, unless  the  departmental  plan  is  followed  without  de- 
viation throughout  the  grammar  grades.  Such  a  complete  de- 
partmental plan  is  followed  in  very  few  of  our  schools,  and  even 
where  it  is,  a  difficulty  remains  if  any  considerable  number  of 
children  are  excepted  from  the  study  of  the  special  subject.  In 
two  schools  where  the  complete  departmental  plan  is  followed, 
the  principals  have  been  able  to  work  out  an  organization  satis- 
factory to  themselves.  Most  other  principals  interviewed  stated 
that  they  had  been  unable  to  evolve  plans  which  did  not  in  some 
way  seriously  affect  conditions  at  their  schools.  Under  these  cir- 
cumstances it  seems  desirable  that  a  special  study  be  made  of  the 
situation  with  a  view  to  finding  a  remedy.  While  not  prepared  to 
propose  any  plan  looking  to  the  attainment  of  this  purpose,  it 
may  be  pointed  out  that  there  was  little  complaint  on  this  score 
under  conditions  at  one  time  prevailing  in  the  school  system, 
when  this  subject  was  handled  somewhat  after  the  present  man- 
ner of  the  special  classes  in  manual  and  domestic  arts. 

A  further  reason  frequently  assigned  in  objection  to  German 
in  the  elementary  schools  is  that  many,  if  not  most  children  in 
non-German  communities  at  any  rate,  persuade  their  [)arents  to 
make  the  necessary  request;  and  that  in  such  cases  the  child's 
interest  springs  out  of  the  novelty  of  a  new  subject  and  an  essen- 
tially different,  mode  of  presentation,  frequently  cou[»led  with  a 
supposition  that  the  subject  will  be  less  difficult  than  others  al- 
ready studied.  It  was  pointed  out  that  in  certain  districts  many 
of  the  children  selecting  German  are  retarded  in  one  or  more  sub- 
jects— not  infrequently  in  all  subjects;  and  that  where  there  is 
such  retardation  it  almost  invariably  occurs  in  tiie  English   sub- 


158  PUBLIC     SCHOOLS. 

jects  to  an  extent  making  it  important  that  the  children  devol-e 
all  possible  time  to  the  language  of  the  land.  This  is  particu- 
larly true  in  communities  where  a  large  proportion  of  the  chil- 
dren attend  parochial  schools,  especially  when  they  arc  conducted 
wholly  or  in  part  in  a  language  other  than  English. 

It  seems  to  the  committee  that  in  communities  where  such 
conditions  prevail,  and  even  where  private  and  parochial  schools 
do  not  generally  hold  the  children  for  several  years  before  they 
enter  the  public  schools,  but  where  nevertheless  practically  all 
the  children  live  in  homes  where  English  is  a  strange  language, 
there  should  be  the  greatest  possible  emphasis  upon  the  English 
language.  There  should  be  provision  allowing  a  certain  latitude 
in  such  cases,  so  that  principals  migiit  be  permitted  to  take  into 
consideration  the  needs  of  a  community  still  in  the  "melting  pot' 
stage  as  well  as  the  imperfectly  considered  desires. 

As  might  be  expected,  a  larger  proportion  of  children  in  the 
lower  grammar  grades  study  German  than  do  so  in  the  upper 
grades.  It  is  also  true  that  children  beginning  the  study  of  the 
subject  in  the  fifth  grade  usually  prefer  to  continue  it  to  the  end 
of  their  elementary  school  life.  The  d«*cr4'ase  occurs  for  the 
most  pari,  therefore,  by  reason  of  children  transferring  from 
schools  having  German  classes  to  those  not  having  them.  The 
places  of  such  Iransferrrd  children  are  often  taken  by  other  chil- 
dren from  schools  not  teaching  the  subject,  'i'he  result  is  that  in  the 
eighth  grade  the  percentage  of  German  i»upils  is  noticeably 
smaller  than  in  the  lower  grades.  It  has  happened  that  classes 
in  German  have  been  begun  a  considerable  time  after  the  opening 
of  a  semester,  with  a  resulting  serious  disturbance  of  the  school 
organization  for  a  considerable  period.  The  proper  time,  from 
all  considerations  of  elTiciency,  for  the  forming  of  classes  in  this, 
as  well  as  other  subjects,  is  when  the  school  is  or>j:anized  for  the 
semester.  There  have  been  instances  also  where  classes  in  Ger- 
man have  been  opened,  only  to  be  closed  the  next  semester  or  the 
next  year  because  of  insuflicient  requests  for  the  subject.  Ob- 
viously it  is  better  under  such  circumstances  that  the  classes 
should  have  remained  unorganized  in  the  first  place. 

Purpose  Manifest  in  Teaching  German. 

In  practically  all  elementary  schools  visited  the  manifest  aim 
of  the  teacher,  and  of  the  school  in  presenting  the  subject,  is  con- 
versational power.  This,  of  course,  involves  the  cultural  motive. 
It  may,  and  in  the  minds  of  the  teachers,  does  look  toward  the 
utilitarian,  that  is,  the  acquisition  of  a  language  as  a  practical 
asset.     The   children    themselves   indicate   that   they   regard   the 


REPORT  OF  THE  SUPERINTENDENT.  159 

>anguage  about  equally  important  either  as  an  accompiisnment  or 
as  a  practical  aid  in  commercial  life.  Teachers  appe?T  in  most 
cases  not  to  have  considered  the  motive  as  such,  but  practically  all 
of  them  teach  the  subject  conversationally  and  emphasize  con- 
versational power,  and  therefore  arp  working  toward  a  practical 
md.  Incidental'y,  of  course,  culture  results,  as  does  all  culture, 
ts  a  by-product. 

Teachers. 

Teachers  of  German  are  found  to  be  well  prepared  for  their 
work,  are  enthusiastic,  interesting  and  effective.  Only  rarely 
was  one  found  careless  in  the  use  of  language  in  her  own  speech, 
"^he  sense  of  the  committee  is  that  German  is  taught  as  well  as 
the  best  taught  general  subiects. 

Methods  of  Teaching. 

In  the  elementary  schools  there  is  little  variation  in  the  gen- 
eral method  of  presenting  tlie  language.  All  teachers  make  a 
practice  of  conducting  the  recitations  in  German.  In  some 
Classes  not  a  word  of  English  is  heard,  although  most  usually  there 
is  allowed  a  limited  amount  of  English  speaking  to  make  connec- 
tion between  the  two  languages.  The  learning  a  language  by  using 
it,  rather  than  by  studying  about  it  from  books,  seems  to  be  the 
rational  way,  and  certainly  it  is  proving  effective.  The  acting 
of  sentences  suggested  by  questions  or  by  the  exhibition  of  sub- 
jects, the  dramatization  of  little  stories,  the  singing  of  action 
songs — all  these  expedients  are  very  generally  employed  and  are 
surprisingly  effective  in  quickly  giving  the  children  a  grasp  and 
use  of  the  language  sufficient  to  understand  what  goes  on  in  the 
recitation.  A  single  semester  appears  usually  sufficient  for  th^ 
acquisition  of  power  to  carry  on  a  conversation  of  some  range 
on  subjects  of  immediate  child  interest. 

The  main  effort  in  beginners'  classes  seems  to  be  to  get  a 
vocabulary,  mainly  of  nouns,  verbs  and  adjectives,  through  illu<s- 
Irative  activities.  The  best  teachers  use  collections  of  articles, 
some  of  them  in  miniature  or  toy  form,  associated  with  the  daily 
life  of  the  children,  and  are  well  provided  with  pictures  illustra- 
tive of  child  life.  The  fully  equipped  doll  house  is  frequently  in 
use.  One  of  the  most  interesting  and  interested  classes  is  that  of 
a  teacher  especially  gifted  in  drawing.  She  makes  a  practice  of 
illustrating  activities  by  blackboard  sketches,  to  the  delight  of 
the  children  as  well  as  to  their  rapid  advancement.  Occasionally 
in  other  classes  children  are  encouraged  to  make  illustrativp 
sketches.     Both  those  expedipnL«!  are  worth  imitating. 


160  PUBLIC     SCHOOLS. 

Little  attention  is  given  in  tiie  lower  grammar  grades  to  the 
technical  aspects  of  the  language.  The  first  end  is  power  of  un- 
derstanding and  expressing  orally,  in  approximate  accordance 
with  usage,  simple  ideas  suggested  by  child  interests.  Soon  after- 
ward the  printed  word  is  used  to  acquire  ideas  from  the  book.  A 
little  writing  is  sometimes  done  at  this  stage,  although  this  form 
of  expression  receives  but  little  attention  until  later,  if  at  ail- 
Nearly  all  teachers  are  careful  to  correct  errors  of  usage  as  they 
occur,  and  some  occasionally  direct  attention  to  the  idiom  or 
technical  fact  involved.  This  is  a  practice  that  all  teachers  in  all 
subjects  might  well  copy. 

In  the  higher  grammar  grades  there  is  increasing  attention 
to  the  accepted  language  forms  and  usage,  though  with  few  excep- 
tions the  teachers  continue  to  emphasize  correct  expression  rather 
than  acquisition  of  tabulated  etymological  forms  or  syntactical 
rules.  The  idea  appears  to  be  that  the  child  should  acquire  inci- 
dentally such  generalizations  and  established  forms  as  may  be 
(^specially  helpful  in  expression.  At  any  rate  the  elementary 
school  child  receives  instruction  in  technical  German  grammar 
in  harmless  amounts. 

At  one  school,  where  in  the  main  the  customary  method  is 
followed,  there  is  a  distinct  elfort  to  make  the  study  of  German 
cultural  to  a  very  unusual  degree.  As  soon  as  the  children  have 
acquired  a  little  facility  in  understanding  the  printed  page  and 
in  expression,  material  of  a  distinctly  literary  flavor  is  used 
freely.  By  the  time  these  children  complete  eighth  grade  they 
seem  to  be  well  on  the  way  to  an  appreciation  of  w^hat  is  good 
in  German  literature.  They  not  only  understand  well  what  they 
read,  and  speak  with  some  freedom  on  subjects  of  immediate 
interest,  but  are  also,  with  some  aid  from  teachers,  to  com- 
pose and  act  little  dramas  illustrative  of  German  history  and  lit- 
erature. 

Dramatization  is  now  recognized  as  an  important  help  in 
expression.  It  should  be  pointed  out,  however,  that  to  be  effect- 
ive the  dramatization  must  provide  that  every  child  in  a  cla^s 
shall  take  part  in  the  representation.  Otherwise  there  is  little 
benefit  to  any  except  the  small  number  who  are  likely  to  be 
selected  for  a  given  dramatization  because  of  special  interest  or 
gift  in  that  direction.  Likewise  it  may  be  pointed  out  that 
concert  recitations,  occasionally  found,  w^hile  doubtless  helpful  in 
beginners'  classes  to  a  limited  extent,  are  nevertheless  discredited 
and  belong  to  the  educational  scrap  heap.  The  rote  song  singing, 
and  study  of  the  words  of  the  songs  preparatory  to  the  singing, 
might  w^ell  be  about  the  extent  of  concert  language  work. 


REPORT  OF  THE  SUPERINTENDENT.  1()1 

Writing  the  Language. 

U  has  been  mentioned  that  comparatively  little  attention  is 
given  to  written  expression  in  German  in  the  elementary  schools. 
A  few  classes  were  seen  where  the  children  could  express  them- 
selves with  freedom,  ease,  and  beauty,  in  German  script.  In  view 
of  the  rapid  movement  toward  the  use  of  the  F{oman  letter,  it  may 
be  questioned  if  it  be  desirable  to  give  time  to  learning  to  write 
the  German  script.  If,  how^ever,  this  is  done,  it  is  desirable  that 
the  same  attention  be  given  to  the  technics  of  writing  as  is  ex- 
pected to  be  given  to  written  English.  It  seems  that  expression, 
whether  in  Roman  or  German  script,  may  well  be  limited,  as  is 
now  done,  so  that  the  emphasis  may  continue  to  be  upon  oral 
expression. 

Problems  of  the  Non-German  Child  Studying  the  Language. 

All  children,  regardless  of  the  language  spoken  at  home, 
seem  able  to  acquire  facility  sufficient  to  carry  on  little  conversa- 
tions in  a  surprisingly  short  time.  A  difficulty  facing  the  non- 
German  child  is  the  mastering  of  the  new  language  sounds,  those 
not  found  in  English  or  the  other  languages  familiar  to  the  public 
school  child.  This  difficulty,  however,  does  not  seem  very  serious. 
A  greater  one  is  that  of  acquiring  correct  forms  of  expression. 
The  same  difficulty  is  met  in  teaching  English  and  every  other 
language,  and  apparently  is  no  greater  than  that  of  average  Eng- 
lish speaking  children  in  acquiring  correct  forms  in  that  language 
when  these  are  not  habitually  used  at  home  and  among  their  asso- 
ciates. 

Results. 

The  criticism  most  frequently  heard  upon  the  teaching  of 
modern  languages  is  that,  in  the  time  allotted,  a  pupil  cannot 
acquire  a  valuable  speaking  knowledge,  which  is  the  primary  pur- 
pose of  learning  the  language;  and  that  unless  he  can  acquire  a 
facility  of  speech,  the  time  would  better  be  devoted  to  some  study 
more  developmental  where  there  would  be  a  definite  and  usable 
cultural  product.  It  seems  to  the  committee  that  where  pupils 
have  had  the  full  four  years  of  German  they  do  acquire  a  satisfac- 
tory facility  in  speech  and  understanding,  at  least  when  convers- 
ing on  subjects  of  immediate  child  interest.  It  does  not  seem 
that  the  elementary  school  needs  to  go  beyond  that  with  the  aver- 
age child.  It  is  observed,  however,  that  in  many  cases  the  fourth 
year  children,  even  I  hose  who  have  no  home  or  community  at- 
mosphere encouraging  to  the  use  of  the  language,  have  acquired 


162  PUBLIC    SCHOOLS. 

sufficient  power  to  carry  on  intelligent  conversations  on  subjects 
within  their  range,  and  even  are  able  to  think  in  German.  When 
the  child  leaves  school,  if  he  comes  into  such  an  atmosphere,  that 
is,  if  he  is  situated  so  as  to  be  able  to  make  considerable  use  of 
what  German  he  has  acquired  in  elementary  school,  he  vei^  soon 
becomes  quite  proficient  in  its  use.  It  is  then  largely  a  matter  of 
acquiring  a  larger  vocabulary.  Of  course  he  is  not  founded  in 
technical  grammar,  and  easily  falls  into  the  vernacular,  just  as 
young  people  ordinarily  do  in  speaking  English. 

In  some  elementary  schools  there  is  such  a  diminution  of  the 
number  of  children  continuing  in  the  upper  grades  and  carrying 
through  the  study  of  German,  that  it  seems  doubtful  if  the  re- 
sulting good  overbalances  the  difficulties  in  organization  and  the 
time  thus  practically  lost  to  pupils  dropping  out.  Unless  a  child 
can  continue  the  subject  through  at  least  three  of  the  four  years 
it  would  be  better  that  he  did  not  take  up  the  subject  at  all,  and 
that  provision  be  made  to  limit,  so  far  as  such  contingency  can  be 
foreseen,  the  choosing  of  the  subject  to  children  reasonably  sure 
to  complete  the  elementary  course. 

German  in  High  Schools. 

German  is  offered  in  all  high  schools.  In  the  general  and 
composite  high  schools  approximately  forty  per  cent  of  the  pupils 
studying  any  modern  language  elect  German,  and  this  proportion 
remains  nearly  constant  throughout  the  four  years.  Those 
who  have  studied  German  in  elementary  school  are  nearly  always 
able  to  take  advanced  standing  in  the  subject — usually  second 
year,  and  occasionally  beyond  that  even. 
Aims  and  Methods. 

In  the  high  schools  there  was  found  some  divergence  in  the 
aims  in  teaching  German.  For  the  most  part  the  purpose  ap- 
pears to  be,  as  in  the  elementary  classes,  ability  to  apprehend  and 
use  intelligently  the  spoken  and  written  language,  and  inciden- 
tally culture,  through  the  intellectual  effort  put  forth  in  reading, 
conversation  and  technical  study.  In  nearly  all  high  school 
classes  sufficient  emphasis  is  being  placed  upon  the  technics  of 
the  language.  In  the  technical  schools  the  apparent  primary  aim 
is  to  give  the  pupil  sufficient  German  to  master  technical  books 
in  that  language.  In  accomplishing  this  result  teachers  seem  to 
tmd  it  necessary  to  devote  much  time  to  technical  grammar,  and 
•Jo  not  seriously  consider  eonversafional  power.  Inasmuch  as  but 
two  per  cent  or  thereabouts  of  tfie  graduates  of  our  technical  high 
schools  enter  higher  technical  institutions  or  have  occasion  to 
make  practical  application  of  this  sort  of  language   training,   it 


REPORT  OF  THE  SUPERINTENDENT.  163 

would  appear  that  some  care  should  he  observed  in  the  formation 
of  German  classes  in  such  schools,  so  that  pupils  may  choose  those 
classes  having  aims  that  most  nearly  suit  their  purposes. 

It  would  seem  that  it  might  be  possible  to  co-ordinate  the 
teaching  of  German  in  the  elementary  schools  and  in  the  high 
schools  in  such  a  way  as  to  present  a  continuous  purpose,  so  that 
those  pupils  who  begin  German  in  elementary  schools  may  con- 
tinue the  study  in  high  school  without  a  serious  break.  This  can 
be  accomplished  in  part,  at  any  rate,  by  unifying  to  a  greater  de- 
gree than  is  done  at  present  the  purpose  and  methods  in  the  high 
schools.  The  basis  of  this  unification  would  be,  in  the  opinion  of 
the  committee,  the  acquisition  of  conversational  power. 

Teachers. 

Teachers  in  the  high  schools  have,  with  few  exceptions,  a 
superior  equipment  for  teaching  the  language.  Many  of  them 
have  studied  in  Germany  in  preparing  themselves  for  their  w^ork, 
and  not  a  few  of  them,  from  their  youth,  have  been  trained  in 
German  schools. 

Results. 

Some  extraordinarily  effective  teaching  was  seen  in  high 
schools.  Pupils  completing  the  four-year  course  in  the  subject 
appear  to  have  a  reasonably  satisfactory  facility  in  the  use  of  the 
language,  and  when  placed  where  they  can  use  the  ability,  very 
quickly  become  proficient  in  its  use.  In  a  considerable  number 
of  the  advanced  classes  the  pupils  generally  not  only  speak  the 
language  during  recitation  periods  but  also  think  in  it.  This 
would  seem  to  be  a  certain  measure  of  the  effectiveness  of  the 
teaching.  It  also  seems  to  the  committee  to  be  a  power  definitely 
to  be  developed  and  required  of  high  school  pupils. 

Mr.  Henry  Suder,  Chairman, 
Otto  M.  Becker, 

Prin.  Spencer  School. 
Louise  K.  Hagen. 

Teacher  Bowen  High  School. 
William  L.  Smyser, 

Prin.  Skinner  School. 
Dorothea  Vent. 

Teacher  Physical  F^ducation. 


164  PUBLIC    SCHOOLS. 


ART  CONSTOLCTION. 

Elementary  Schools. 

A  committee  was  appointed  to  survey  Art,  Construction  Work. 
Household  Arts,  and  Manual  Training  in  the  Elementary  Schools. 
The  committee  consisted  of  a  district  superintendent  as  chairman. 
a  professional  artist,  a  member  of  the  Normal  College  faculty,  four 
teachers,  and  five  principals.  In  all,  sixty-eight  schools  were  vis- 
ited. The  basis  for  judging  the  efficiency  of  the  work  in  any 
school  was  derived  from  a  study  of  (1)  the  instructions  sent  out 
by  the  departments,  and  of  the  course  of  study,  (2)  the  teachers' 
statements  of  their  aims,  (3;  the  favorableness  of  the  neighbor- 
hood for  such  work,  (4)  the  possibilities  s1io\mi  in  the  actual  work 
of  the  children,  (5)  the  previous  personal  experiences  of  the  mem- 
bers of  the  committee. 

Art 

A  Course  of  Study  in  Art  sliould  tend  toward  the  accomplish- 
men  of  the  following  ends,  all  of  which  come  legitimately  into  the 
field  of  elementary  education : 

1.  Individual  Discipline:  Eye  training,  hand-training,  method 
in  thinking,  observing  and  expressing  ideas  in  visual  terms,  the 
mastery  of  fundamental  teclmique. 

2.  Immediate  Service  in  the  School:  The  use  of  Art  in  other 
studies  for  the  purpose  of  clarifying  and  enriching  them. 

3.  Culture:  An  appreciative  acquaintance  with  a  number  of 
typical  great  works  of  Art. 

4.  Social  Discipline:  The  cultivation  of  ideals  in  regard  to 
home  and  community  environment. 

The  ends  enumerated  above  your  committee  finds  accom- 
plished in  varying  degrees;  some  by  the  school  system  itself,  and 
others  by  agencies  entirely  separate  from  the  school  so  far  as  offi- 
cial connection  goes. 

1.     Individual  Discipline. 

The  technical  side  of  the  Art  course  finds  greater  stress  (ex- 
actly as  it  should)  in  the  upper  grades,  where  there  is  more  ob- 
ject drawing  involving  definite  observation  and  expression.  The 
expressional  aspect  is  beautifully  accomplished  in  the  work  of  the 
first,  second  and  third  grades  in  most  of  the  schools  visited.  Draw- 


REPORT  OF  THE  SUPERINTENDENT.  165 

ing,  paper-tearing,  paper-cutting  and  clay-modeling  give  freedom 
for  such  expression,  and  at  the  same  time  the  beauty  in  the  result 
which  the  children  should  learn  to  expect.  It  is  believed  that  the 
distinction  between  technical  or  disciplinary  work  and  expre^ional 
or  illustrative  work  should  be  made  sharper;  and  that  technical 
drawing  should  be  taught  more  sequentially. 

Design  should  be  a  part  of  every  activity  in  the  school  where 
orderly  arrangement  is  involved.  Design  (not  necessarily  decora- 
tion nor  yet  illustration)  is  fundamental  to  right  arrangement  of 
English  composition,  mathematics  papers  and  themes. 

2.    Immediate  Service. 

Art  education  today,  as  an  expressional  subject,  labors  under 
the  necessity  of  creating  its  own  content  or  subject  matter,  where- 
as, it  should  find  much  of  this  subject  matter  with  its  attendant  in- 
terest already  created.  History,  geography  and  nature  study  of 
the  grades  require  the  processes  of  visualizing  and  representing 
which  drawing  affords.  In  twenty  schools  only  one  case  of  co- 
operation between  art  and  these  other  subjects  was  found,  although 
inquiry  was  diligently  made  for  it  in  all  schools.  The  course  of 
study  recently  adopted  provides,  in  its  arrangement  of  alternating 
semesters,  an  excellent  opportunity  for  the  alteration  of  technical 
advance  work  and  illustrative  work  in  the  elucidation  of  other 
subjects. 

There  is  a  gratifying  tendency  to  correlate  Art  with  construc- 
tion, manual  training  and  household  arts.  This  tendency  results 
in  considerable  economy  of  time;  in  giving  the  children  a  knowl- 
edge of  what  is  right  and  beautiful  in  design;  and  in  a  reduction 
of  emphasis  on  decoration  and  an  increase  of  emphasis  on  con- 
structive designing.  On  the  side  of  construction,  manual  training 
and  household  arts,  such  a  correlation  must  result  in  the  establish- 
ment of  the  principle  that  every  project  made  should  spring  from 
a  conception  which  is  esthetic  in  its  spirit,  and  this  is  the  great 
life-giving  principle  which  underlies  all  intelligent  handwork.  A 
study  of  the  art  and  household  arts  courses  shows  that  during  the 
past  four  or  five  years  numerous  changes  have  been  made  looking 
to  a  closer  relation  between  this  and  the  other  departments  men- 
tioned. How  close  at  hand  the  opportunity  for  correlation  some- 
times is  may  be  seen  from  the  two  instances  given  below,  which 
are  typical  of  many. 

Instance  A: 

Children  produce  certain  designs  in  the  art  class.  They  learn 
certain  fancy  or  decorative  stitches  in  the  sewing  class.     The  de- 


iOti  I'L'HLIC     SCHOOLS. 

sign  and  tlie  stitclies  are  not  suited  to  each  other,  so  that  one  or 
the  other  must  be  discarded  in  producing  the  finished  product. 

Instance  B: 

In  one  school,  where  the  children  of  first,  second  and  third 
grades  were  making  free  liand  paper  cuttings  of  animals,  children 
of  the  fifth  grade  were  sawing  out  toy  animals  in  thin  wood  from 
formal  patterns  which  liad  been  provided. 

The  difliculty  is  tliat  each  of  the  courses  under  discussion  is 
planned  separately.  If  the  Industrial  and  Household  Art  courses 
and  the  related  part  of  the  Art  course  were  planned  as  one,  correla" 
tion  could  be  made  more  fundamental. 

3.     Culture. 

P'amiliarity  with  classic  works  of  art  is  fosterod  through  illus- 
trations in  the  Art  Course  Drawing  Books.  It  is  further  aided  by 
the  Public  School  Art  Society  and  the  organizations  through  which 
it  works  by  the  contributions  of  friends  of  the  several  schools  and 
formerly  by  gifts  from  graduating  classes.  All  these  agencies  pro- 
vide permanent  or  circulating  collections  of  pictures.  The  Art  In- 
stitute is  ready  to  assist  the  schools  wh«Tever  opportunity  exists. 
The  Public  Art  Society  has  inaugurated  the  extremely  practical  as 
well  as  scientific  <'Xperiment  of  furnishing  an  entire  room  in  a 
school,  of  redecorating  the  walls  and  of  providing  furniture.  Par- 
ent-teacher Associations  have  porformod  ^^imilnr  <?prvicps. 

i.     Social  Disciplinp. 

Buildings  and  premises  are  frequently  beautified  through  the 
directed  efi'orts  of  the  school  children.  The  many-colored  paper 
cuttings  of  the  lower  grade  children  brighten  the  walls  of  rooms 
and  corridors.  Plants  both  within  and  without  the  buildings 
create  an  atmosphere  which  many  a  child  will  demand  again  when 
he  goes  from  the  school. 

Art  in  the  Chicago  schools  as  taught  today  appears  to  be  worth 
all  the  time  that  is  given  to  it.  If  this  report  shows  points  where 
improvement  is  immediately  possible,  it  is  because  the  earnestness 
of  purpose  shown  by  the  teachers  has  invited  thought  along  lines 
which  lead  to  the  greater  excellence  which  their  work  already 
promises. 

It  is  recommended : 

1.  That  clay  be  provided  in  every  grade. 

2.  That  a  construction  paper  having  more  body  than  the  en- 
gine paper  now  used  for  tearing  and  cutting,  take  the  place  of  the 
engine  paper. 


REPORT  OF  THE  SUPERINTENDENT.  167 

3.  Thai  tlie  lead  pencil  be  restored  to  a  position  of  more 
prominence  in  seventh  and  eighth  grades. 

4.  That  art  centers  be  maintained  in  sciiools  where  current 
exhibitions  of  children's  woik  may  be  kept  on  view — one  center 
for  each  5  or  6  schools. 

Construction  Work  in  the  First  Five  Grades. 

In  considering  the  question  of  construction  work  as  affecting 
individual  discipline,  the  points  examined  were: 

The  training  of  the  child  in  accuracy,  the  development  of  in- 
itiative and  originality,  the  correlation  of  construction  with  other 
subjects,  the  interest  and  pride  of  the  pupil  in  his  work. 

Training  in  accuracy  was  found  in  all  grades;  in  first  grade,  in 
paper  folding  and  tearing;  in  second  grade,  in  making  paper  fur- 
niture and  boxes:  in  third  grade,  in  making  rafTia  mats  and  in 
weaving  raflla  bags;  in  fourth  grade,  in  the  construction  of  reed 
baskets,  and  in  fifth  grade,  in  sewing  and  in  scroll  sawing.  In  sucii 
work  exact  dimensions  must  be  measured;  eye  and  hand  are  trained 
together. 

Construction  work  offers  a  splendid  opportunity  for  the  de- 
velopment of  initiative  and  originality.  As  an  example  of  original 
work,  in  school  G,  paper  and  wood  furniture  of  various  sizes  was 
designed  and  constructed  by  the  pupils.  In  school  E  there  were 
good  results  in  clay  modeling  which  were  accomplished  without 
dictation  or  supervision.  Several  models  represented  games  and 
occupations.  To  one  group  of  children  in  School  B  the  making 
of  baskets  suggested  the  construction  of  lamp  shades. 

The  possibilities  in  the  correlation  of  construction  work  with 
other  subjects  were  found  to  be  numerous  and  important.  Wiien 
the  pupils  are  keenly  interested  in  the  construction  of  an  article, 
motivation  is  afforded  for  lessons  in  English  and  in  other  academic 
subjects.  In  several  classes  the  children  followed  written  direc- 
tions for  the  construction  of  objects,  and  in  other  classes  a  de- 
scription of  the  work  was  written  and  read  by  the  pupils. 

The  Course  of  Study  in  each  grade  deals  with  the  natural  in- 
terests of  the  children.  This  factor,  together  with  the  motor  ac- 
tivity wliich  the  work  affords,  lends  to  create  great  earnestness  and 
enjoyment  among  tliie  pupils.  They  also  show  pride  in  the  finished 
article. 

It  was  found,  iiowever,  that  certain  conditions  prevailing  in 
the  schools  were  detrimental  to  the  fullest  growth  of  the  child  from 
the  point  of  view  of  his  individual  and  social  discipline.  For  ex- 
ample, in  school  F  the  teacher  was  in  charge  of  as  many  as  fort>  - 
eight  boys  doing  scroll  sawing.     To  insure  accuracy  of  work  it  wag 


168  PUBLIC    SCHOOLS. 

necessary  for  the  teacher  to  examine  every  piece  of  work  at  every 
stage.  Owing,  however,  to  the  large  number  of  pupils  in  the  class, 
it  was  impossible  for  her  to  do  this.  This  condition  of  large  classes 
is  one  of  the  greatest  hindrances  to  the  best  work  in  all  grades  and 
in  all  subjects. 

It  is  recommended  that  a  construction  room,  equipped  with 
benches,  chairs  and  various  sized  stools  and  containing  cases  and 
lockers  in  which  to  store  tools  and  materials  be  provided  in  every 
school. 

Household  Arts. 

Cooking. 

The  following  instances  serve  to  indicate  ^^ome  of  the  things 
attempted  in  the  cooking  classes : 

School  A  has  an  airy  and  spacious  kitchen  on  the  top  floor. 
Here  a  teacher  was  presenting  to  a  class  of  girls  an  experiment  in 
the  properties  and  action  of  yeast  germs.  This  was  preparatory 
to  the  actual  process  of  bread  making  which  was  scheduled  for 
the  next  lesson.  The  demonstration  and  its  results  were  recorded 
in  note  books. 

SCHOOL  B:  Here  one  was  impressed  with  the  close  connec- 
tion secured  between  household  arts  and  tlie  academic  work.  For 
example,  such  mathematical  operations  as  were  required  in  reduc- 
ing and  expanding  recipes  were  further  emphasized  in  the  class 
rooms.  This  correlation  was  reached  through  the  sympathetic  at- 
titude of  the  principal  and  teachers. 

SCHOOL  C:  A  sixth  grade  was  having  a  lesson  on  the  chemi- 
cal properties  of  baking  powder  and  bicarbonate  of  soda. 

SCHOOL  1):  The  girls  were  making  corn  meal  muhins,  work- 
ing from  a  recipe  written  on  a  blackboard  by  one  of  the  class.  The 
materials  were  put  together,  the  batter  beaten  and  the  mixture 
poured  into  pans  witliout  any  dictation  from  the  teacher. 

The  cooking  department  aims  to  keep  in  touch  with  the  fol- 
lowing academic  subjects. 

(a)  Mathematics: 

(1)  By  reducing  and  expanding  recipes;  (2)  by  making  ex- 
pense accounts. 

(b     Geography: 

(1  By  locating  sources  of  supplies;  (2'  by  taking  note  of 
effects  of  climate  on  production  of  food  stufifs. 

Much  attention  is  given  to  the  esthetic  and  economic  side  of 
housekeeping.  Instruction  includes  correct  serving  of  meals  and 
the  proper  arrangement  of  dining  tables  with  pleasing  and  simple 


REPORT  OF  THE  SUPERINTENDENT.  169 

decorations.  It  is  gratifying  to  note  that  the  girls  are  applying 
knowledge  gained  at  school  to  the  management  of  tlie  home.  In 
some  cases  they  manage  more  economically  than  do  the  mothers. 
A  desire  for  more  sanitary  conditions  in  the  care  of  food  is  culti- 
vated. Emphasis  was  placed  on  putting  the  room  in  order  at  the 
close  of  a  lesson.  This  task  seems  to  be  eagerly  sought,  and  it  is 
desirable  that  all  pupils  be  given  opportunity  to  practice  this  phase 
of  housekeeping. 

Sewing. 

Sewing,  as  indicated  by  the  course  of  study,  aims  at  a  larger 
conception  of  the  subject  than  mere  skill  with  the  needle.  To 
reach  this  aim  the  co-operation  of  art  and  household  arts  is  re- 
quired; and  while  there  is  evidence  that  these  two  departments 
do  occasionally  co-operate,  it  appears  that  this  condition  has  been 
brought  about,  where  it  exists,  more  by  the  enterprise  of  individ- 
uals than  by  the  persistent  demand  of  all  the  instructors  for  a 
time  saving  plan  of  w^orking  out  the  interdependence  of  the  sub- 
jects. 

The  work  in  sewing  is  made  to  connect  with  the  various  class 
room  subjects: 

1.  Arithmetic — measuring  and  estimating  cost  of  material. 

2.  History  and  geography — the  study  of  costumes  of  vari- 
ous times  and  countries. 

The  study  of  the  effects  of  climate  on  the  production  of 
materials. 

Co-operation  has  been  secured  between  the  sewing  and  cook- 
ing departments  to  some  extent.  The  girls  make  caps,  aprons 
and  sleeve  protectors  in  the  sewing  class  for  use  in  the  kitchen. 

Group  work  is  popular  and  deservedly  so.  Freedom  is  en- 
gendered and  a  kindly  interest  taken  by  each  in  the  work  of  all. 

In  many  cases  eighth  grade  girls  are  encouraged  to  wear  inex- 
pensive and  simple  costumes  for  closing  exercises  and  for  other 
occasions.  Curtains  have  been  made  and  stenciled  for  the  class 
rooms  and  linen  marked  with  the  school  initial  by  eighth  grade 
girls. 

The  committee  makes  the  following  suggestions  looking 
toward  the  improvement  of  the  work: 

1.  More  schools  should  have  dining  rooms  in  which  to 
make  practical  the  lessons  in  correct  serving. 

2.  Refrigerators  should  be  more  generally  supplied. 

3.  Laundry  utensils  are  needed  for  lessons  in  the  proper 
WMshintr    and    ironing  of   linen. 


1  TO  PUBLIC    SCHOOLS. 

4.  Arrangements  should  be  made  by  which  the  girls  may 
have  more  frequent  praetice  in  purchasing  and  preparing 
meals  within  a  given  price. 

Machine  sewing  should  be  introduced  only  after  marke'l 
efficiency  in  handwork  is  secured. 

5.  Additions  should  be  made  to  the  school  library  in 
the  form  of  good  current  fashion  magazines. 

6.  A  separate  sewing  room  should  be  provided  for  each 
school.  This  should  be  large,  tastefully  decorated  and  have 
comfortable  chairs,  low  tables  and  every  modern  equi[)ment. 

Manual   Traininy   in   Sixth,   Sexcnth   and   Eijihtli    Grades. 

The  tendency  at  the  present  time  is  to  increase  (lie  number  of 
manual  training  teachers  in  the  employ  of  the  Board  of  Education 
so  that  each  teacher  may  spend  a  lonper  period  in  a  school  and  s«i 
that  large  schools  may  secure  the  entire  time  of  an  instructor  in 
manual  training.  This  is  rapidly  solving  the  [>roblem  of  bringing 
the  manual  training  into  vital  relation  with  th(»  school.  The  in- 
terest in  a  particular  school  which  is  aroused  in  the  teacher  by  the 
fact  of  his  working  in  it  continuously  is  likely  to  bring  about  a 
natural  sensible  correlation  of  manual  training  wilh  other  sub- 
jects. 

It  is  pleasing  to  note  that  in  nearly  all  the  schools  visited, 
this  condition  of  co-operation  between  the  shop  and  the  remaind^T 
of  the  school  does  exist.  There  were  evidences  of  the  correlation 
of  manual  training  with  the  work  in  arithinatic,  in  geography,  in 
spelling  and  in  nature  study.  Boys  were  seen  making  out  bills 
for  the  stock  used  in  the  construction  of  articles  under  way;  they 
were  heard  discussing  the  different  kinds  of  lumber,  and  where 
each  was  obtained.  In  one  school  the  pupils  were  constructing 
window  boxes  for  use  in  the  school,  and  in  another  shop  each  boy 
was  making  a  frame  to  be  used  in  the  hook  binding  work  of  other 
classes.  When  the  problem  is  selected,  there  are  in  the  different 
shops  various  methods  of  procedure.  Tt  would  seem,  however, 
that  the  continuity  of  interest  depends  upon  the  manner  in  which 
the  pupil  is  led  to  the  completion  of  the  work.  Where  woodwork 
is  preceded  by  accurate  working  drawings,  made  permanent  in 
the  form  of  blue  prints,  the  pupil  not  only  increases  (he  probability 
of  success  but  he  touches  industrial  life  at  more  points.  If.  in  the 
manual  training  shop,  the  boy  develops  the  ability  to  design  th*> 
article  he  desires  to  make,  he  not  only  adds  materially  to  the  sat- 
isfaction to  be  derived  from  tiaiidwork,  but  he  acquires  much  in 
the  way  of  good  taste  and  the  sense  of   proper  proportions. 

The  really  good  mechanical  drawing  done  by  the  pujiils  is  sel- 


REPORT  OF  THE  SUPERINTENDENT.  171 

dom  seen,  though  such  work  is  entirely  within  the  comprehension 
of  pupils  who  work  in  the  shops.  Not  enough  emphasis  is  placed 
upon  the  designing  of  articles  which  pupils  desire  or  need,  and  not 
enough  time  is  given  to  the  mechanical  drawing.  The  Course  of 
Study  suggests  a  list  of  articles  to  be  made  in  the  shops  and  the 
construction  of  these  objects,  in  too  many  cases,  seems  to  complete 
the  end  in  view.  By  leaving  out  design,  there  is  lost  the  possibility 
of  valuable  art  training;  and  by  the  neglect  of  the  mechanical 
drawing  there  is  lost  the  possibility  of  a  very  useful  industrial 
training  as  w^ell  as  a  splendid  correlation  with  arithmetic. 

In  some  shops  visited,  it  was  found  that  the  mechanical  draw- 
ing in  each  case  preceded  the  woodwork,  and  in  other  shops  work 
in  design  was  noticed.  In  many  cases,  how^ever,  the  article  to  be 
made  was  represented  by  a  sketch  on  the  blackboard,  showing 
the  dimensions.  This  method  is  too  likely  to  result  in  inaccura- 
cies. 

Group  work  is  done  in  many  shops,  and  it  has  its  advantages 
in  that  the  product  is  generally  devoted  to  the  use  of  the  school, 
and  serves  to  develop  interest  in  the  school. 

The  question  naturally  arises,  in  observing  the  work  of  the 
Manual  Training  Department,  as  to  whether  it  is  well  to  have 
wood  work  throughout  the  whole  city  as  the  form  of  manual 
training  for  all  of  the  liigher  grades,  rather  than  a  variety  of  kinds 
of  hand  w^ork  dependent  upon  the  tendencies  of  the  pupils  in  the 
community  in  which  the  school  is  located. 

The  manual  training  shops  are,  on  the  whole,  well  equipped, 
the  tools  are  kept  in  good  condition,  the  pupils  are  eager  and  well 
behaved,  and  the  instructors  show  great  interest  in  the  work  they 
are  doing  and  in  its  connection  with  the  other  w^ork  of  the  school. 

Aside  from  the  decided  lack  of  mechanical  drawing  and  design, 
thieTe  is  not  enough  variety  in  the  articles  constructed  and  not 
enough  freedom  given  the  pupil  in  selection,  altliough  the  Course 
of  Study  allows  of  a  groat  range.  There  is  also  a  failure  to  realize 
the  possibilities  of  art  in  manual  training. 

High  Schools. 

The  c^ommittoe  cliosen  to  survey  Art,  Woodwork  and  House- 
hold Arts  in  the  academic  high  schools  submits  the  following  re- 
port and  recommendations : 

The  committee  inchided  one  district  superintendent,  one  prin- 
cipal, one  technical  high  school  art  teacher,  six  eighth  grade  teach- 
ers, a  county  dietician,  and  a  special  teacher  of  art  in  the  elemen- 
tary schools. 

Divided  inio  groups  of  three,  the  commiftee  visited  all  of  tlie 


il'Z  PUBLIC    SCHOOLS. 

academic  high  schools  and  saw  a  large  number  of  the  classes  iii 
Art,  Household  Arts  and  Woodwork  conducted  by  the  teachers  in 
those  branches.  By  this  means  information  was  collected  as  to 
each  department,  both  as  to  its  internal  workings  and  as  to  its  co- 
operative efforts. 

Art  in  the  High  Schools. 

The  Art  Section  of  the  high  school  teachers  several  years  ago 
prepared  syllabi  for  the  work  in  design  and  representation,  type- 
written copies  of  wliich  were  sent  out  as  suggested  outlines.  These 
included  plans  of  work  for  the  four-year  Normal  Preparatory 
course  and  four-year  General  Course,  two  years  required  and  two 
elective;  and  a  four-year  Arts  Course.  A  text  book  compiled  by  a 
committee  of  Mechanical  Drawing  teachers  has  been  authorized 
by  the  Board  of  Education,  and  is  now  in  use. 

It  is  assumed  in  this  report  that  the  term  "Art"  covers  the 
work  of  both  freehand  and  mechanical  drawing  classes.  Although 
the  technique  of  the  two  branches  differs,  the  underlying  artistic 
intention  on  the  part  of  the  teacher  should  be  the  same;  that  is,  to 
make  the  pupil's  power  to  draw  a  means  of  expression  rather  than 
an  aim  in  itself. 

The  class  work  was  generally  of  a  distinctly  departmental 
character,  showing  little  co-o[ieration  with  other  departments.  Tt 
was  largely  foi'm  study,  composition  and  design  in  line,  mass  and 
color,  and  technical  exercises  in  mechanical  drawing,  skill  in  the 
handling  of  tlie  media  being  often  mistaken  for  the  goal  instead 
of  a  means  to  an  end. 

Some  excellent  applied  design  was  seen,  while  much  design 
remained  good  only  in  the  abstract  for  want  of  an  opportimity  to 
apply  it.  In  one  school  figure-study  was  given  as  a  basis  for  cus- 
tume  design.  The  application  of  this  was  not  seen.  In  another 
the  work  in  mechanical  drawing  was  conducted  in  a  manner 
similar  to  that  of  the  drafting  room  of  a  large  machine  shop. 
From  this  school  some  boys  have  entered  directly  into  positions  as 
draftsmen.  Still  another  school  showed  work  done  by  the  stu- 
dents in  designing  and  making  electrical  apparatus  for  use  in  the 
science  classes.  One  class  designed  a  blast  furnace  and  made 
from  wood  a  working  model. 

Noticeably  strong  work  was  being  done  in  those  schools  where 
there  were  unusual  opportunities  for  co-operation  between  de- 
partments. There  the  art  teacher  finds  in  Household  Arts  and 
Manual  Training  fields  rich  in  resources  for  the  expression  of  art 
activities.  The  teacher  of  Manual  Arts  recognizes  the  added  ed- 
ucational value  of  a  plan  worked  out  in  the  art  class  before  its 


REPORT  OF  THE  SUPERINTENDENT.  173 

oompletion  in  the  shop  or  work  room,  and  finds  that  the  student's 
conception  of  a  project  is  enriched  by  approaching  it  from  both 
the  art  and  constructive  points  of  view. 

The  relation  between  the  work  in  Manual  Training  and  Me- 
chanical Drawing  being  more  apparent  than  that  between  art  and 
other  subjects,  there  is  more  general  co-operation  between  teach- 
ers of  the  former. 

In  some  places  there  were  first,  third  and  fourth-year  classes 
together  in  the  same  room,  including  pupils  from  the  General, 
Household  Arts  and  Normal  Preparatory  Courses.  This  is  often 
due  to  the  planning  of  programs  without  much  consideration  for 
art.  It  is  generally  left  to  any  available  time  (after  the  academic 
program  is  settled)  with  no  regard  to  the  character  of  work  of 
the  classes  in  which  the  student  is  placed.  His  time  is  often  di- 
vided between  classes  of  other  years  than  his  own. 

There  is  great  variation  in  the  quantity  and  quality  of  equip- 
ment, some  schools  having  a  most  generous  and  adequate  supply, 
others  an  insufficient  one  in  the  way  of  seatings,  light,  shadow- 
boxes,  still  life,  pictures,  draperies  and  books,  which  necessitates 
the  teachers  working  under  great  difTiculty.  In  two  schools  teach- 
ers are  required  to  carry  shadow-boxes  and  studies  from  room  to 
room  and  install  them  in  places  that  are  unfit  for  work  as  regards 
light  and  seats.  In  some  studios  the  seats  and  easels  were  station- 
ary; in  others  movable  ones  were  provided,  giving  to  the  pupil  an 
opportunity  for  a  change  in  point  of  view. 

Some  schools  have  four-room  apartments,  for  which  the  stu- 
dents from  the  Art,  Household  Arts  and  Manual  Training  classes 
work  out  projects.  The  solutions  of  Art  problems  pertaining  to 
heating  and  lighting  apparatus  are  impossible  on  account  of  the 
lack  of  this  apparatus  and  of  ceilings  and  windows  admitting  out- 
side light. 

The  ideal  studio  should  contain  more  than  correct  architectural 
design,  therefore  the  following  suggestion  is  made : 

That  in  each  studio,   in  addition  to  proper  light,  seats  and 

lockers,  there  be  provided  a  library  of  books  on  Art,  costumes, 

house  plans,  furniture  and  other  correlated  subjects;  a  collection 
of  pictures  and  prints;  and  one  of  lantern  slides. 

Household  Arts. 

The  equii)ment  for  iiisl ruction  in  (he  main  is  good — often  ex- 
oellent — but  there  are  still  some  kitchens  situated  upon  the  ground 
floor,  50  that  open  windows  are  impossible  because  of  the  dust  and 
dirt.     The  sewing  rooms  are  in  general  well  equipped,  but  some 


17-i  rUBLIC    SCHOOLS. 

of  them  are  poorly  lighted.     The  seating  is  sometimes  so  arranged 
that  the  best  use  is  not  made  of  the  light  available. 

In  several  schools  there  are  four-room  apartmenls.  in  the 
furnishing  of  which  both  the  Household  Arts  and  Household 
Science  students  take  part.  The  dining  room  is  used  for  luncheons 
often  prepared  at  a  specified  price  in  order  to  teach  economy 
in  marketing  as  well  as  skill  in  preparation  and  attractiveness  in 
serving. 

That  some  of  the  opportunities  for  social  service  are  not  over- 
looked was  shown  in  one  class,  where  the  girls  had  combined  in 
groups  to  make  outfits  to  be  given  at  Christmas  time  to  needy  chil- 
dren. 

The  material  side  of  the  household  is  included  under  food, 
clothing  and  shelter.  The  last  has  received  less  attention  in  the 
schools  than  the  first  two.  The  study  of  the  house,  so  far  as  it  m- 
volves  house  planning  was  with  one  exception  confined  to  the  boys 
and  carried  out  in  their  mechanical  drawing.  These  house  plans 
might  have  been  studied  by  the  girls  with  regard  to  convenience  of 
arrangement  and  proper  sanitation. 

In  some  of  the  schools  the  classes  wnc  made  up  of  pupils  from 
different  years  so  that  first  and  fourth  year  students  were  some- 
times working  on  the  same  problem.  Class  instruction  was  also 
hampered  by  the  fact  that  students  who  had  had  training  in  the 
grades  v^ere  in  beginning  classes  with  those  coming  from  private 
or  other  schools  who  had  liad  no  previous  work.  Thf  advance 
on  grammar  school  work  was  not  sutricienlly  marked. 

There  were  great  contrasts  in  the  various  schools  in  regard 
to  the  co-operation  of  different  departments.  Some  schools  were 
remarkable  for  the  excellent  relation  between  art  and  sewing.  On 
the  other  hand,  in  some  instances,  girls  in  the  drawing  class  were 
making  good  costume  designs,  but  had  no  opportunity  to  carry 
them  out  in  the  sewing  room.  Tn  other  case-s  the  work  in  sewing 
was  done  without  help  from  the  art  teacher.  Sometimes  the  diffi- 
culty in  relating  the  work  lay  in  the  lack  of  classification  of  stu- 
dents. The  girls  who  had  elected  Household  Arts  were  frequently 
not  in  the  Arts  or  Science  classes. 

Good  and  original  work  in  dressmaking  and  millinery  was 
seen  in  several  schools;  and  in  some,  particularly  where  this  was 
related  to  the  art,  the  result  was  shown  in  the  dress  of  the  stu- 
dents, though  often  such  instruction  seemed  to  have  no  practical 
effect.  In  some  cases  girls  were  kept  at  long  pieces  of  enabroidery 
and  at  scalloping  and  crocheting  after  the  technique  iiad  been  ac- 
quired. In  two  schools  there  was  no  machine  work,  and  in  one 
case  this  lack  was  justified  by  the  teacher  on  the  ground  that  hand 


REPORT  OF  THE  SUPERINTENDENT.  175 

work  was  better.  This  would  seem  to  leave  out  of  account  the 
teaching  of  economy  of  time  and  elTort.  The  selection  of  mate- 
rials was  emphasized  in  some  cases.  Samples  of  several  varieties 
of  cloth  were  studied  in  relation  to  their  color,  texture  and  adap- 
tability to  dress. 

The  following  recommendations  are  made: 

Equipment. 

Kitchens  should  be  so  situated  that  they  will  have  better  light 
and  freedom  from  dust  and  dirt.  Screens  should  be  provided  in 
every  kitchen. 

When  there  is  no  laundry  equipment  there  should  be  ironing 
utensils  and  a  small  set  tub  in  connection  with  the  school  kitchen, 
for  laundering  napkins,  towels  and  aprons.  Laundry  work  should 
be  taught  in  connection  with  the  sewing  and  textile  work  to  show 
the  treatment  of  difTerent  fibers  and  colors,  and  the  time  taken  to 
launder  articles  made  in  different  ways. 

The  equipment  should  include  fashion  books  and  art  books. 
There  should  also  be  provided  "forms"  adapted  to  the  immature 
girl.     Samples  of  textiles,  draperies  and  woods  should  be  available. 

Course  of  Study. 

The  Course  of  Study  should  be  intelligently  interpreted  and 
followed.     Its  recommendations  need  not  be  enlarged  upon. 

High  School   Manual  Training. 

In  academic  high  schools  the  equipments  of  the  woodworking 
shops  are  surprisingly  generous.  The  pupil  may  learn  the  uses 
and  care  of  the  ordinary  tools  such  as  saws,  planes,  chisels,  etc.; 
and  in  the  better  equipped  places,  i.  e.,  in  the  newer  schools,  he 
may  become  familiar  with  power  saws,  planers,  lathes,  etc.,  with- 
out being  put  to  any  expense  himself.  He  is  not  required  to  pay 
for  material,  except  when  he  undertakes  to  construct  something  for 
his  personal  or  family  use. 

The  manual  training  courses  in  the  academic  high  schools 
cover  two  years  only.  The  classes  in  the  wood  shops  work  in 
double  periods,  but  are  in  general  somewhat  mixed;  that  is,  both 
first  and  second  year  pupils  are  often  working  at  the  same  time,  so 
that  individual  rather  than  class  instruction  is  the  rule.  It  is,  in- 
deed possible  that  this  feature,  that  of  mixed  classes,  may  not  be  a 
defect;  perhaps  it  is  a  virtue,  if  the  classes  are  not  too  large. 
When  the  instruction  is  individual  the  more  skillful  pupils  have 
greater  opportunities  of  going  ahead  as  fast  as  they  are  able,  in- 
stead of  loafing  while  others  catch  up. 


176  PUBLIC    SCHOOLS. 

There  is  too  much  variation  in  methods,  and  in  the  interpre- 
tations of  the  course  of  study  by  the  teachers.  They  may  have 
iheir  classes  do  many  or  few  drill  exercises  in  joinery;  do  some 
group  work  or  none;  require  original  designing  of  projects  by  pu- 
pils or  permit  them  to  copy.  Some  teachers  carry  on  the  work  in- 
dependently; others  endeavor  to  secure  the  co-operation  of  the  Art 
D6X)artment  in  the  plans,  drawings  and  construction  of  the  pupils' 
projects.  There  is  one  point  on  which  the  manual  training  teach- 
ers agree.  They  believe  the  pupils  should  feel  sufficient  pressure 
in  the  direction  of  technique  to  make  them  produce  workmanlike 
results. 

The  more  prominent  good  results  are:  First,  the  boys  make 
skillfully  the  things  undertaken;  second,  they  have  a  fairly  wide 
experience  with  tools;  third,  they  have  first  hand  knowledge  of 
the  necessity  of  a  definitely  drawn  plan  or  design  of  the  thing  pro- 
jected before  the  making  of  it  begins. 

Other  results  sometimes  achieved  are:  A,  experience  in  co- 
operation and  self-sacrifice  in  making  something  of  value  to  the 
community  as  a  whole;  B,  a  feeling  for  beauty  and  some  idea  of 
how  to  obtain  it  as  well  as  utility  and  sound  construction. 

The  following  recommendations  are  made  which  apply  only 
to  Manual  Training: 

Useful  articles  embodying  elementary  principles  of  construc- 
tion should  be  made  as  early  as  the  first  semester. 

Sketch  drawings  of  proposed  projecU  when  approved  as  to 
construction  by  the  manual  training  teacher  be  made  into  working 
drawing*  under  the  direction  of  the  mechanical  drawing  teacher; 
and  that  if  the  pupil  is  a  member  of  the  mechanical  drawing  class 
he  shall  receive  credit  for  such  work. 

The  following  thre«  suggestions  apply  equally  to  the  depart- 
ments of  Art,  Household  Arts  and  Manual  Training: 

The  high  school  teachers  of  Art,  Household  Arts  and  Manual 
Training  should  inform  themselves  as  to  the  work  done  in  their  re- 
spective subjects  in  elementary  schools;  and  they  sliould  make  the 
high  school  work  a  continuation  of,  rather  than  an  abrupt  change 
from  that  of  the  elementary'  schools.  Teachers  of  the  Household 
Arts  and  the  Manual  Training  departments  should  confer  regularly 
with  the  art  teachers.  Each  class  in  art,  household  arts  and  man- 
ual training  should  gain  some  experience  in  community  work  by 
doing,  as  a  class,  something  for  the  school. 

Elementary  Schools. 
Ella  C.  Sullivan,  Chairman. 

Clyde  A.  Brown. 

Principal,   Jones   School. 


REPORT  OF  THE  SUPERINTENDENT.  177 

K\RL    A.    BUEHR, 

Artist. 
George  W.  Eggers, 

Chicago  Normal   College. 
Letitia  S.  Greene, 

Head  Asst,  Oakland  School. 
Walter  R.  Hatfield, 

Principal,  Shields  School. 
William   Hedges. 

Principal,  Jackson  School. 
Amelia  D.  Hookway, 

Principal,    Howland   School. 
Luella  V.  Little, 

Principal,    Calhoun   School- 
Ellen   Schmidt, 

Teacher,  Kosciuszko  School. 
Helen  F.  Van  Liew, 

Teacher,   McCormick  School. 

High  Schools. 

L.  L.  Bailey, 

Special    Teacher,    Art   Dept. 
Frances  M.  Church, 

Teacher,  Flower  High  School. 
Lillian  M.  Compher, 

Teacher,  Sherwood  School. 
Flora  G.  Dunning, 

Teacher,  Pulaski  School. 
Marie  L.   Mann, 

Head  Asst.  Armour  School. 
Elizabeth  S.  Morrison, 

Teacher  Vanderpoel  School. 
Alice  P.  Norton. 

County   Dietician. 
Katherine  a.   Padden, 

Teacher,  62nd  Place  School. 
Katherine  Riordan. 

Principal,  Keelei-  Ave.  School. 
Ermina  H.  Ruthenberg, 

Teacher,    Blaine    School. 


178  PUBLIC    SCHOO[>S. 


INDUSTRIAL  AND  PREVOCATIONAI.. 

The  following  schools  are  at  present  organized  on  the  "Indus- 
trial" plan : 

Bryant  Burr,  Copernicus,  Foster,  Franklin,  Gladstone,  Haines 
Practice,  Hendricks,  Holden,  Jackson,  Jenner,  Jungman,  McCosh, 
Smyth,  Von  Humboldt,  Walsh. 

Schools  with  "Prevocational  Courses:"  Lane  Technical  High, 
Crane  Technical  High,  Flower  Technical  High,  Lake  High. 

As  a  preliminary  step,  the  Committee  found  it  necessary  to 
agree  upon  a  point  of  view  from  which  to  evaluate  this  work. 
After  full  discussion,  the  following  statement  of  principle  was 
agreed  upon: 

1.  The  Committee  holds  that  the  primary  or  fundamental 
purpose  in  elementary  education  is  the  development  in  the  child 
of  those  attitudes  and  reactions  essential  to  social  well-being  in  a 
democratic  society. 

2.  The  different  hand-works  are  hence  in  the  elementary 
schools,  as  in  fact  all  content,  primarily  to  further  the  end  of 
good  citizenship  or  social  culture,  and  only  secondarily  for  voca- 
tional purposes.  It  is  granted  that  all  elementary  school  content 
has  a  vocational  aspect.  In  this  sense  all  work  in  the  elementary 
school  is  prevocational. 

Criticism.  The  Committee  looks  therefore  with  disfavor  on 
over-emphasizing  the  vocational  aspect  of  hand-work  in  the  ele- 
mentary schools  for  pupils  under  fourteen  years  of  age  and  the 
subordination  to  this  aspect  of  the  academic  content  taught. 

Method  of  Teaching  and  Efficiency  of  Instruction  in  the  "Indus- 
trial" and  "Prevocational"  Classes. 

The  Committee  attempted  to  judge  this  aspect  of  the  w^ork 
from  the  following  view  points,  obtained  by  analyzing  the  general 
culture  aim  into  three  subordinate  aims: 

a.  Aim  of  adaptive,  thinking,  inventive  citizenship,  b.  Aim  of 
practical,  executive,  skilled  citizenship,  c.  Aim  of  an  artistically 
and  socially  appreciative  citizenship. 

Criticism.  The  Committee  is  fully  conscious  that  the  teachers 
in  the  work  are  handicapped  by  lack  of  equipment  and  room  and 
by  the  fact  that  the  work  is  in  a  sense  new. 

Recommendation.    It  is  the  opinion  of  the  Committee  that  the 


REPORT  OF  THE  SUPERINTENDENT.  179 

adaptive  and  appreciative  aims  are  the  most  important  in  the  ele- 
mentary instruction  and  should  be  consciously  emphasized,  though 
it  is  granted  that  a  few  preliminary  lessons  emphasizing  the  skill 
aim  are  advisable  in  early  stages  and  in  all  hand-work. 

Terminology. 

The  Committee  criticises  as  misleading  and  ill  advised,  the 
use  of  the  terms  "industrial,"  "vocational"  and  "provocational"  in 
connection  with  courses  now  offered  under  these  designations. 

Recommendations.  All  schools  of  the  elementary  group 
should  be  ultimately  of  one  type  except  as  hereinafter  suggested. 
However,  during  the  readjustment  of  the  amount  of  hand-work 
carried  on  in  the  various  schools  it  may  be  advisable  to  use  some 
term  to  distinguish  schools  and  courses  of  the  older  academic 
type  from  schools  of  the  newer  type  of  organization. 

"Type  A"  is  suggested  (and  used  herein)  for  the  newer 
modern  type  of  elementary  school  and  "Type  B"  for  the  older, 
more  academic  type  of  school.  The  term  "vocational"  is  reserved 
for  the  type  of  school  hereinafter  recommended. 

Differentiation  of  Schools,  Courses  and  Pupils. 

The  Chicago  elementary  schools  may  be  divided  into  three 
groups.  Type  A  ("Industrial  Schools"),  Type  B  (the  older  ele- 
mentary type)    and  "Prevocational"  schools. 

Among  the  "Type  A"  schools  there  are  two  distinct  groups : — 

a.  Those  in  which  the  cultural  aim  predominates,  b.  Those 
in  which  the  vocational  aim  is  consciously  emphasized.  In  one 
school  there  are  two  types  of  courses  corresponding  to  the  A  and 
B  Types,  above  mentioned.  (There  is  varying  emphasis  of  the 
prevocational  aim  among  the  "Prevocational"  schools.^ 

Except  in  the  "Prevocational"  schools  there  has  been  little 
differentiation  of  courses  to  meet  the  needs  of  pupils  and  it  is 
expected  all  pupils  will  take  the  same  course  through  the  eight 
grades.  When  a  choice  is  made  between  an  academic  and  an 
"industrial"  course  such  a  choice  is  generally  based  on  age  of  pupil 
and  choice  of  parents. 

Except  in  one  "prevocational"  center  the  Committee  was 
unable  to  find  any  distinctively  vocational  work,  that  is.  work 
looking  directly  and  with  choice  toward  a  vocation. 

Nowhere  is  there  attempt  to  prepare  either  boys  or  girls  to 
f^nter  trades  directly  except  in  one  where  pupils  under  fourteen 
even,  are  tauRht  a  specific  trade. 

Recommendation,     (i     Tho   Committee   is   unanimous    in   the 


180  PUBLIC    SCHOOLS. 

recommendation  that  the  Type  A  organization  be  extended  as 
rapidly  as  possible  to  all  elementary  schools.    This  will  involve, 

(a).    A  greater  variety  of  hand-work. 

(b).  A  revision  of  the  present  course  of  study,  consolidating 
the  two  courses  therein  contained  with  a  minimum  and  maximum 
time  that  may  be  devoted  to  hand-work. 

(c).  The  employment  of  at  least  two  teachers  of  hand-work 
in  every  school. 

(dj.  The  moditication  of  the  present  plan  of  building  so  as 
to  provide  adequate  and  convenient  room  for  carrying  on  the 
ditferent  types  of  hand-works. 

Comparative  Cost  of  Type  A  and  Type  B  Schools.  The  largest 
items  to  be  considered  in  the  running  expenses  are  teachers'  sal- 
aries and  shop  supplies.  The  greatest  variation  in  expense  is  due 
to  the  dilference  in  the  number  of  pupils  assigned  to  teachers  in 
the  various  schools,  for,  of  course,  the  smaller  the  classes,  the 
larger  the  per  capita  cost.  Estimating  on  the  basis  of  28  pupils  to 
a  teacher  in  Type  A  classes,  and  35  pupils  to  a  teacher  in  tho 
regular  7th  and  8th  grades,  we  fmd  that  the  cost  for  all  the  run- 
ning expenses  in  the  Type  A  school  is  approximately  25  per  cent 
greater  than  in  the  regular  school. 

2.  Pupils,  it  is  recommended  that  pupils  be  dilferentiated, 
electively  in  not  to  exceed  twenty  per  'cent  of  their  work  in  grades 
seven  and  eight;  that  the  basis  for  differentiation  be  the  individ- 
ual ability  of  the  pupil  as  determined  by  teacher  and  parent : 
and  that  the  object  of  the  differentiation  be  to  develop  individual 
ability,  to  awaken  interest,  and  to  assist  the  pupil  in  choosing 
his  life  work. 

3.  Sexes.  There  is  at  present  a  dillerentiation  between  boys 
and  girls.  In  the  prevocational  schools,  the  girls  are  sent  to  one 
school  and  the  boys  to  others.  In  the  Type  A  schools,  there  is  ^ 
separation  in  all  manual  work,  and  generally  in  physical  training; 
and,  sometimes,  in  science  and  drawing. 

Recommendation:  It  is  recommended  (a)  that  in  the  6th 
grade  in  Type  A  schools,  both  sexes  be  permitted  to  take  thr 
same  hand-work,  (b)  That  in  7th  and  8th  grades  of  Type  A 
and  in  vocational  schools  boys  and  girls  be  separated  in  hand-work 
but  housed  in  the  same  buildings. 

4.  Courses.  It  is  recommended  that  a  sufficient  variety  of 
courses  be  provided  in  Type  A  schools  so  that  pupils  may  be  given 
thereby  an  opportunity  to  try  out  prevocational  work,  or  pos- 
sibly to  choose  a  vocation.  Work  should  be  given  typical  of  aca- 
demic commercial  occupations. 


REPORT  OF  THE  SUPERINTENDENT.  181 

5.  Vocational  Schools.  It  is  further  recommended  that  cen- 
ters or  schools  be  instituted  to  take  the  place  in  the  system  of 
the  "prevocational"  classes  in  the  High  Schools  and  to  meet  the 
demand  for  a  vocational  type  of  education  for  boys  and  girls, 
fourteen  years  of  age  or  over,  in  the  seventh  and  eighth  grades 
of  the  elementary  schools; 

Such  schools  or  centers  to  be  called  Vocational  Schools  and 
to  include  all  types  of  vocations  in  their  curricula.  They  should 
be  equipped  therefore  as  technical  industrial  or  trade  schools. 
To  such  a  school  would  be  sent: 

a.  Pupils  now  sent  from  the  various  elementary  schools  to 
the  "prevocational"  schools. 

b.  Pupils  between  fourteen  and  sixteen  who  are  not  at  work 
or  at  school  under  the  present  system. 

c.  Pupils  in  grades  seven  or  eight  of  a  regular  elementary 
school  over  fourteen  years  of  age  who  desire  to  receive  trade  or 
technical  training  in  addition  to  their  regular  elementary  school 
work  (part  time). 

d.  Youths  between  fourteen  and  eighteen  who   are   at  work 
(part  time) . 

e.  Persons  over  eighteen  who  may  desire  to  pursue  the  work 
(whole  or  part  time). 

Such  schools  would  be  in  session  until  eight  o'clock,  as  well 
as  Saturday  morning. 

Industrial  Course  as  Related  to  Effleiency  in  Academic  Work, 

In  Type  A  schools,  the  academic  subjects  are  to  a  certain 
extent  correlated  with  shop-work.  Much  time  is  given  to  geo- 
graphic and  informational  reading.  Pupils  also  study  literature, 
but  get  less  of  this  work  than  those  in  academic  classes.  Pen- 
manship is  taught  in  all  these  schools.  There  is  a  limited  cor- 
relation of  the  arithmetic  with  the  shop-work.  In  English  com- 
position, industrial  topics  furnish  a  part  of  the  subject  matter,  and 
the  shop  and  academic  teachers  co-operate.  Industrial  history  and 
geography  are  correlated  with  shop-work  in  a  few  schools.  In 
science,  the  work  is  carried  on  either  in  science  laboratories  ^of 
which  there  are  but  two^  in  the  shop,  or  in  the  classroom.  Two 
or  three  periods  of  thirty  minutes  each  are  given  to  music  and 
physical  education  weekly. 

r.RiTiciSM — In  those  cases  where  the  largest  time  allotment  i^ 
made,  there  is  a  considerable  diminution  in  the  time  remaining 
for  English  and  other  academic  subjects.  This  is  less  detri- 
mental  than   it  sepms,   however,   for  fhp   reason   that  in  most  of 


182  PUBLIC    SCHOOLS. 

the  schools  shop  time  is  taken  for  discussion,  drawing,  informa- 
tional reading,  and  in  some  cases,  composition,  bearing  on  the 
subjects  and  problems  in  hand.  This  constitutes  a  virtual  exten- 
sion of  academic  work  into  shop  time.  Furthermore,  it  is  the 
universal  experience  that  concrete  work  so  conducted  reacts  in 
a  stimulating  and  vitalizing  way  on  the  academic  subjects.  The 
work  being  more  intensive,  results  can  be  obtained  with  less 
effort  and  in  shorter  time. 

Recommendations — Emphasis  on  Formal  Work.  With  the 
introduction  of  a  greater  variety  of  activities  in  the  schools,  the 
older  argument  against  formal  or  drill  work  on  things  funda- 
mental no  longer  has  force.  There  are  certain  facts  of  academic 
form  and  content  that  every  child  should  know  absolutely.  They 
should  be  drilled  into  him.  A  minimum  of  this  necessary  skill 
and  content  should  be  exacted  of  every  grade  in  every  school. 
There  should  be  no  falling  away  from  a  certain  definite  standard- 
ized academic  efficiency. 

The  Program  for  Type  \  Sohools. 

There  is  great  variety  in  programs  of  different  Type  A  schools. 
Some  are  conducted  on  the  "half-day  plan",  giving  one-half  day, 
or  the  major  part  of  it,  to  the  hand-work  courses,  and  the  remain- 
ing time  to  academic  work.  In  others  the  "one-third  day  plan" 
is  in  operation,  the  forenoon  being  taken  as  two  li/^  hour  periods, 
and  the  afternoon  as  one  such  period,  with  an  extra  period  of 
30  minutes  for  related  work.  In  the  "quarter-day  plan"  the  hand- 
work is  confineo  to  a  period  of  75  to  90  minutes  each  day.  Each 
of  these  plans  of  work  is  variously  modified  in  the  different 
schools  to  suit  neighborhood  conditions,  or  plan  of  operation. 

Criticism — There  is  a  limit  beyond  which  it  is  unsafe  to 
reduce  the  time  devoted  to  academic  subjects,  due  to  the  fact 
that  in  each  there  is  necessity  for  definite  drill.  A  certain  amount 
of  repetition  is  needed  in  making  habitual  the  fundamental  forms 
of  the  academic  subjects,  and  care  should  be  taken  that  adequate 
time  is  afiforded  for  the  drill  necessary  to  fix  these  habits.  Lib- 
eral time  is  even  more  necessary  for  the  growth  of  the  child  in 
appreciation  of  music,  of  art,  and  above  all,  of  literature. 

Recommendation— A  satisfactory  division  of  time  seems  to 
be  that  in  which  the  fundamental  academic  subjects  receive  at 
least  one-half  of  the  time,  and  the  courses  which  are  in  a  real 
sense  activities,  such  as  music,  physical  education,  art,  and  hand- 
work, receive  the  time  remaining. 


REPORT  OF  THE  SUPERINTENDENT.  183 

Leiiflth  of  Periods. 

In  the  majority  of  the  Type  A  schools  the  length  of  the  period 
is  from  70  to  120  minutes,  but  a  few  make  use  of  the  full  max- 
imum half-day,  so  that  the  pupil  is  engaged  in  hand-work 
for  three  consecutive  hours.  The  teachers  in  these  schools  favor 
this  longer  period  on  the  ground  that  their  classes  accomplish 
much  more  than  they  could  in  the  shorter  periods.  Other  schools 
divide  the  long  period  so  that  an  alteration  is  secured,  and  the 
pupils  have  a  period  of  hand-work  in  each  school  session. 

Criticism — The  three-hour  period  is  too  long  for  any  form 
of  hand-work  which  is  at  all  confining,  such  as  sewing,  and  even 
in  work  which  permits  some  freedom  of  motion  and  change  of 
posture  there  is  danger  of  fatigue  detrimental  alike  to  shop  and 
academic  work.  The  use  of  so  long  a  period  should  be  restricted 
t/O  those  special  projects,  such  as  baking,  which  requires  this 
amount  of  time,  and  should  be  occasional  only,  and  not  regular. 

Recommendation — It  is  recommended  that  there  should  be 
no  period  in  the  regular  work  longer  than  90  minutes. 

A  succession  of  academic  subjects  which  requires  prolonged 
physical  inaction  is  equally  undesirable.  The  opportunity  afforded 
by  the  industrial  courses  to  secure  relief  from  fatigue  by  alterna- 
tion and  variety  should  be  taken  advantage  of. 

Course  of  Study. 

The  course  of  study  now  in  operation  in  the  Type  A  schools 
is  securing  valuable  and  significant  results  which  point  in  the 
direction  in  which  development  is  desirable  and  possible.  Many 
lines  of  work  are  being  entered  upon,  which  owing  to  the  newness 
ofthe  work  and  lack  of  adequate  equipment  gave  only  a  promise 
of  the  results  which  may  be  anticipated  when  the  conditions  are 
more  favorable. 

Criticism — On  the  whole,  more  variety  in  the  hand-work 
courses  is  needed.  The  child  should  be  given  a  wide  experience 
of  types  of  industrial,  agricultural  and  commercial  work,  so  that 
he  has  the  opportunity  of  finding  himself,  and  will  naturally 
gravitate  toward  those  fie/lds  of  effort  in  which  his  bent  and  ability 
will  find  fullest  scope.  It  is  felt  that  it  is  a  mistake  to  give 
three  years  of  woodwork,  often  mostly  furniture,  to  the  boys,  or 
as  much  sewing  to  the  girls. 

Recommendation — A  division  of  the  school  year  into 
ten-week  periods  would  make  it  possible  to  introduce  such  a 
diversity  into  th<'  hand-work  as  would  greatly  increase  its  use- 
fulness.    One  01"  more  such   periods  could  be  given  to  intensive 


184  PUBLIC    SCHOOLS. 

work  OQ  each  selected  line.  To  administer  such  a  variety  of  work 
without  dissipating  the  child's  energy  will  require  a  close  corre- 
lation of  the  courses  with  each  other  and  with  the  academic 
subjects  in  the  light  of  a  clear  conception  of  the  educational  value 
of  each  activity.  The  cultural  function  of  elementary  education 
should  be  clearly  recognized,  and  the  academic  elements  should 
in  no  case  be  subordinated  to  the  industrial. 

Types — The  kinds  of  industrial  work  selected  should  be  types 
in  the  sense  of  being  representative  of  groups  of  industries.  They 
should  be  fertile  in  industrial  possibilites,  but  must  imperatively 
be  fertile  in  cultural  possibilities.  The  object  in  view  should  be, 
first,  the  immediate  development  of  the  child,  and  afterward,  the 
enlargement  of  his  experience  to  the  point  where  his  choice  of 
a  vocation  is  a  real  choice  and  not  an  accident. 

Relation  to  Trades — Any  course  which  takes  it  for 
granted  that  a  child  is  at  an  early  age  destined  to  enter  a  par- 
ticular trade,  and  which  aims  to  give  him  training  in  the  technique 
of  that  trade  is  narrowing  and  dwarfing,  and  has  no  place  in  the 
elementary  schools. 

Local  Occupations — The  industrial  courses  should  aim 
at  emancipation  from  the  lock-step  which  forces  the  child  of  one 
district  into  the  factory,  another  into  the  office,  and  another 
into  the  professions.  The  courses  in  any  ,  iven  district  should 
make  intelligent  use  of  local  occupations  as  points  of  departure, 
but  should  set  the  child  free  from  the  coercion  of  his  immediate 
environment  and  make  him  in  as  large  a  degree  as  possible  master 
of  his  own  future. 

Variety — The  need  for  greater  variety  in  the  course  is  par- 
ticularly .nsistent  in  the  case  of  girls.  It  is  unfair  both  culturally 
and  vocationally  to  limit  a  girl's  hand-work  during  three  years  to 
cooking  and  sewing,  even  with  the  extension  of  cooking  into  the 
related  work  in  science,  and  of  sewing  into  weaving  and  art  needle- 
work. These  subjects  while  containing  valuable  possibilities  of 
culture,  are  more  frankly  economic  than  any  other  of  the  "indus- 
trial courses,"  and  should  be  supplemented  by  the  addition  of  a 
number  of  suitable  activities  which  will  enlarge  the  girl's  experi- 
ence and  broaden  her  outlook  on  her  possibilities. 

Prevocational  Motive — The  course  should  take  account  of 
the  child's  right  to  some  training  in  the  types  of  occupational 
activites.  agricultural  and  commercial  as  well  as  industrial. 

Commercial  Courses — The  commprcial  side  of  the  industrial 
processes  carried  on,  filing  and  indexing,  expense  and  personal  ac- 
count keeping,  the  transaction  of  business  with  a  bank,  and  similar 


REPORT  OF  THE  SUPERINTENDENT.  185 

elementary  business,  processes  afforded  opportunities  for  widening 
the  child's  experience,  and  for  opening  the  commercial  world  vo- 
cationally to  those  fitted  for  it  by  taste  or  talent. 

Agricultural  Courses — Elementary  agricultural  training 
might  include  study  of  soils,  germination,  practical  gardening, 
etc.  Some  of  the  schools  have  already  made  a  most  excellent 
beginning  in  this  direction. 

Science — There  should  be  a  science  course  properly  corre- 
lated with  the  various  activities.  The  good  work  now  being  done 
in  some  of  the  schools  should  be  extended  and  systematized  to 
include  the  science  of  the  industrial  processes  engaged  in  as 
well  as  of  the  geography  work. 

ill  -S 
Types  of  Handwork. 

The  boys  are  given  courses  in  mechanical  drawing,  pattern- 
making,  metal  work,  wood-work,  printing,  etc.  The  girls  have 
sewing,  weaving,  cooking,  millinery,  laundry  and  general  home- 
making,  the  cooking  including  simple  training  in  the  chemistry  of 
foods.  Both  girls  and  boys  are  taught  designing,  pottery,  book- 
binding, glove-making  (in  one  school)   and  gardening. 

Criticism — The  number  of  courses  given  in  any  shool  has 
been  limited  by  the  lack  of  proper  equipment,  the  crowded  condi- 
tions of  the  rooms,  and  the  amount  of  yard  space  or  vacant  prop- 
erty available.  The  work  has  been  handicapped  by  the  lack  of 
material,  pupils  in  many  cases  being  required  to  purchase  it, 
since  no  appropriation  had  been  made  by  the  Board  of  Education 
to  cover  the  expense. 

Recommendation — The  following  types  or  units  of  handwork 
are  recommended. 

1.  The  Woodwork  Unit — This  serves  as  a  center  foi*  car- 
pentry, mechanical  drawing,  related  science  and  geography,  and 
mathematics. 

2.  The  Houskhold  Arts  Unit,  including  (a'  Cooking  with  its 
related  science,  geography  and  mathematics;  as  well  as  accounts, 
laundry  and  dining  room  service,  (b)  Serving  with  its  related 
science,  mathematics,  geography  and  art;  living  room  and  bed 
room  service,  cane  and  rope  weaving,  and  millinery. 

3.  The  Art  Unit — This  includes  art -crafts,  basketry,  pottery. 
iv>pper  and  brass,  leather  work,  t^ogethor  with  pictorial  and  objfM't 
drawing,  and  dpsign. 

4.  Thk  pR!N'riN(;  Unit,  including  i)riiiting  and  book  binding, 
with  correlatf'd  English  work. 


186  PUBLIC    SCHOOLS. 

5.  The  Commercial  Unit — This  includes  accounts,  simple 
bookkeeping  and  typewriting,  penmanship  and  related  arithmetic. 

6.  The  Agricultural  UNrr,  including  flower  and  vegetable 
gardening,  simple  forestry,  germination  of  seeds,   etc. 

Manual  of  Each  Handwork — To  prevent  dissipation  of  energy 
there  should  be  courses  of  study  worked  out  in  each  of  the  hand- 
work subjects.  Some  defmiteness  of  aim  and  practice  would  thus 
be  secured,  more  especially  if  suitable  text-books  were  arranged 
for  each  of  the  subjects  in  the  'Type  A  courses. 

Aeeoinniodalions. 

Room — No  elementary  school  has  as  yet  been  planned  and 
equipped  as  a  Type  A  school.  In  all  schools  in  which  the  "indus- 
trial" course  has  been  adopted,  use  has  been  made  of  unused  class- 
rooms, recitation  rooms  or  librarios  and  rooms  fitted  for  the  pur- 
pose in  basements. 

Notwithseanding  the  fact  that  principals  have  made  the  best 
use  possib'e  of  all  available  space,  many  of  these  rooms  are  ill- 
lighted,  ill-ventilated  and   inadequate. 

Recommendations — In  the  construction  of  new  buildings  and 
in  the  remodeling  of  old  ones,  we  suggest  that  thp  following  rooms 
be  planned,  viz. : 

Unit  1 — A  wood  shop  connected  with  which  there  should  be 
a  store  room,  a  small  recitation  room,  a  room  equipped  for  me- 
chanical drawing  and  one  for  elementary  science. 

Unit  2. — A  printing  room  with  a  room  in  connection  for  book- 
binding. 

Unit  3. — An  art  room  large  enough  for  a  variety  of  occupa- 
tions other  Ihan  the  regular  art  work,  such  as  basketry,  metal 
work,  etc.  A  separate  room  is  suggested  for  pottery  and  in  addi- 
tion there  should  be,  on  each  side  of  the  city,  a  kiln  with  compe- 
tent workman  in  charge  to  fire  pottery  for  the  various  schools. 

Unit  4.  A  sewing  room;  with  a  small  living  room  and  a  bed- 
room adjoining. 

Unit  5.  A  kitchen;  with  a  dining  room,  a  laundry,  a  science 
room,  and  a  small  class  room. 

Unit  6 — Commercial  room.  An  ordinary  class  room  fitted  up 
as  a  commerial  room. 

Unit  7 — A  room  for  agriculture.  The  fitting  of  the  room 
would  necessitate  storm-windows  and  separate  heating  fa'cilities, 
either  steam,  gas  or  electricity,  the  latter  preferred. 


REPORT  OF  THE  SUPERINTENDENT.  187 

Unit  8 — Assembly  Study  Hall.  To  carry  out  with  the  greatest 
flexibility  and  economy  the  work  which  such  a  plan  contemplates 
an  assembly  hall  for  study  for  the  three  highest  grades  would  be 
advisable. 

Supplies. 

CRmciSM — The  delivery  of  supplies  has  been  irregxilar  but 
the  service  has  been  improved  and  the  assurance  given  that  this 
irregularity  will  be  remedied. 

There  is  a  considerable  waste  in  materialjs  and  in  the  time 
of  teachers  and  pupils. 

This  is  due  in  great  part  to  the  limited  variety  of  supplies 
which  obliges  the  teacher  to  plan  what  can  be  made  from  material 
available  rather  than  what  best  llts  the  needs  of  the  pupils;  to  the 
lack  of  proper  equipment;  and  to  the  necessity  of  sharpening  and 
repairing  tools  without  equipment. 

Recommendation — The  following  suggestions  are  made  for 
the  reduction  of  waste,  viz. : 

1.  For  the  wood-shop. 

a.  There  should  be  a  general  tool  repair  shop. 

b.  Each  shop  should  contain  a  power  grind  stone  and  a  band- 
saw  to  cut  lumber  in  the  rough. 

c.  There  should  be  enough  variety  in  the  sizes  of  lumber 
available  to  make  possible  any  problem  suited  to  the  needs  of  a 
class. 

d.  Each  shop  should  have  a  scrap  box  and  it  should  be  the 
aim  as  far  as  possible  to  make  use  of  the  unavoidable  scraps. 

2.  For  the  sewing-room. 

The  teacher  should  be  given  a  certain  amount  of  money  per 
capita  to  be  spent  for  the  particular  materials  needed. 

3.  For  the  print  shop. 

The  following  material  should  be  kept  in  stock  at  the  Supply 
Department 

a.  Standard  sizes  of  type. 

b.  Printer's  ink. 

c.  Various  kinds  of  print  paper. 

Teachers. 

1.  Selection  ano  Preparation— Since  the  (►pening  of  the 
"prevocational"  schools,  the  work  has  been  hampered  by  the 
scarcity  of  teachers  who  have  qualified  for  the  shopwork.     Selec- 


188  PUBLIC    SCHOOLS. 

tion  has  been  limited  by  the  necessity  of  securing  teachers  with 
the  requisite  technical  training. 

Of  twenty-seven  shop  teachers  questioned,  practically  all  have 
taken  technical  courses  in  other  than  the  work  they  are  at  present 
teaching.  Ten  of  them  had  additional  experience  in  commercial 
shops  and  sixteen  are  graduates  of  Normal  schools. 

Criticisms — The  teachers,  though  dealing  with  new  problems 
and  handicapped  for  want  of  room,  equipment  and  material,  have 
met  the  situation  effectively. 

The  selection  of  these  teachers  should  be  based  on  a  general 
culture  that  will  guarantee  that  the  pupil  shall  feel  the  inlluence 
of  an  inspiring  personality,  a  technical  training  in  several  crafts, 
with  an  intensive  knowledge  of  one  or  two,  and  an  adequate  peda- 
gogic training.  To  this  should  be  added  a  training  in  design  and 
applied  art,  so  that  the  forms  and  decorations  of  the  articles 
made  under  his  direction  may  be  artistic  and  pleasing.  Conse- 
quently all  students  preparing  for  this  work  should  be  given  gen- 
eral training  in  the  Normal  School,  and  special  training  required 
for  this  work.  In  addition,  extension  classes,  round  tables  presided 
over  by  heads  of  departments,  and  outlines  and  other  printed  ma- 
terial prepared  under  their  direction  are  suggested. 

2.     Number  of  Chi^ses  and  Length  of  Periods. 

Each  shop-teacher  is  at  present  responsible  for  an  average 
of  five  classes,  with  approximately  twenty-five  pupils  in  each. 
The  average  class  period  is  ninety  minutes. 

Though  she  has  twice  as  much  work  to  look  over  and  prepare 
for,  the  academic  teacher  in  the  Typ(»  A  school  is  responsible  for 
twice  as  many  pupils  as  the  teacher  in  the  Type  H  school,  and 
does  not  have  a  free  period  when  (he  pupils  nro  nt  manual  training 
and  cooking. 

Recommendations. 

It  is  recommended  that  ninety  minutes  be  the  maximum  length 
of  the  shop  period:  and  that  some  arrangement  be  made  whereby 
the  academic  teachers  in  the  Type  A  schools  be  allowed  periods 
each  week  in  which  to  prepare  and  examine  work. 

Posture  of  Pupils. 

The  committee  considers  the  posture  of  pupils  in  shop  work 
(o  be  of  the  utmost  importance.    The  health  and  physical  develop- 


REPORT  OF  THE  SUPEIRINTENDENT.  189 

ment  of  pupils  is  paramount  to  every  other  consideration,  for 
without  physical  development  education  has  no  foundation  upon 
which  to  build. 

Criticism — In  this  respect,  the  committee  found  much  to 
criticise  adversely.  The  wrong  posture,  however,  was  largely  due 
to  the  nondescript  character  of  the  equipment.  In  many  instances 
tables  and  desks  were  too  high  or  too  low.  In  the  woodshops  no 
attempt  to  accommodate  the  benches  to  the  age  and  height  of 
tiie  boys  was  apparent.  In  the  printing  rooms  the  posture  was  far 
from  satisfactory.  In  many  cases  the  boys  were  allowed  to  sit 
at  their  work.    The  composing  tables  were  too  high  or  too  low. 

In  many  cases  the  posture  assumed  by  girls  at  their  sewing 
was  bad.  The  tables  were  too  high  or  low  and  the  girls  could 
not  put  their  feet  underneath  them  because  of  some  obstruction. 

Recommendations — (1)  It  is  recommended  that  all  desks, 
benches,  tables  and  chairs  be  standardized  for  each  grade  or  age, 
or  that  they  be  built  on  adjustable  models;  (2)  that  as  far  as  pos- 
sible handwork  be  done  standing.  iNo  hand  work  exercise  in  the 
elementary  school  should  be  continued  to  the  fatigue  point  for 
the  standing  position.  Boys  should  not  be  allowed  to  sit  in  the 
print  shop  or  at  mechanical  drawing.  Much  of  the  work  in  the 
sewing  room  could  be  done  standing.  The  posture  of  the  tailor 
and  shoemaker  is  traditional  and  does  not  necessarily  grow  out 
of  the  demands  of  the  work.  There  is  much  tradition  likewise 
in  the  seamstress's  position. 

Equipment — The  sewing  room  should  be  provided  with  tables 
of  varying  heights  and  without  drawer  or  shelf  beneath  the  top. 
Chairs  also  should  be  suited  to  the  size  of  the  pupils.  There 
should  be  at  least  two  cutting  tables,  6  feet  long  and  3  feet  wide, 
one  30  inches  high,  the  other  34  inches  high.  A  suggested  mini- 
mum equipment  is:  1  14-year  dress  form,  1  i6-year  dress  form,  I 
36-inch  bust  woman's  form,  3  skirt  standards  for  bust  forms,  1 
2-burner  gas  stove,  1  set  of  irons  (Mrs.  Potts),  2  ironing  boards  on 
standards,  1  large  mirror  unmounted,  6  sewing  machines,  2  skirt 
markers,  24  scissors — medium  size,  6  button  hole  scissors,  1  case 
for  displaying  work  and  samples,  2  cases  with  shelves  and  drawers 
for  material,  3  pairs  largo  shears,  2  lavatories. 

The  laundry  room  should  have  child's  size  tubs  and  wash- 
boards, ironing  boards  and  irons,  gas  stove,  electric  or  gas  irons, 
and  dryer. 

The  dining  room  should  be  equipped  as  is  tho  average  in  a 
wage  earner's  home. 


190  PUBLIC    SCHOOLS. 

^  The  printing  room  should  have  type  stands  fitted  to  the  stand- 
ing position  of  children.  A  suggested  minimum  equipment  is:  24 
type  cases,  two-thirds  size;  2  presses,  one  8  x  12,  onp  6x9;  1  large 
paper  cutter;  1  compositor's  table,  38  inches  high,  about  8  ft. 
long,  and  40  inches  wide;  1  proof  press;  1  planer  and  mallet;  3 
dozen  quoins  with  key;  1  non-explosive  benzine  can;  1  set  labor- 
saving  leads,  1-em,  2-m,  3-m,  etc.;  2  4  composing  sticks;  100  lbs. 
18-point  type;  100  lbs.  12-point  type;  100  lbs.  10-point  type. 

The  basketry  room  should  have  metal  pails  for  dyes. 

The  metal  work  room  should  have  benches  at  which  children 
can  stand.  A  suggested  minimum  equipment  is:  10  jewelers 
saws;  3  hand  drills;  12  files,  assorted;  8  vises;  3  planishining  ham- 
mers; 3  bloccks  for  beating;  1  blowT)ipe  and  bellows;  3  metal 
shears;  1  shears  with  curved  blade;  2  lignum  vitae  hammers;  2 
rawhidp  hammers:  1  bar  silver  solder;  1  bar  soft  solder;  2  solder- 
ing irons:  10  lbs.  shept  copper:  10  lbs.  sheet  brass:  5  lbs.  sheet 
aluminum. 

The  manual  training  room  should  have,  in  addition  to  what 
is  now  provided:  1  band  saw  to  be  used  by  teacher  only;  1  power 
grindstone  or  carborundum  stone;  no  oth^r  power  machines  of 
any  kind. 

The  physics  laboratory  should  be  equipped  lor  teaching  such 
elementary  facts  in  physics  as  come  in  the  work  of  the  skilled 
mechanic. 

The  mechanial  drawing  room  should  havp  individual  adjust- 
able benches.  Suggested  minimum  equipment:  12  mechanical 
drawing  sets;  12  T  squares;  12  try  squares;  compasses,  rulers, 
drawing  pencils  3H  or  4H:  tracing,  blue-print  and  drawing  paper. 

"Prevocationar'  (bourses  in  High  Schools. 

Statistics. 

From  inception  in  September,  1912,  to  date. 

Crane.  Flow^er.    Lane.  Lake.  Totals. 

Admitted    243  233  467  224  1167 

L«ft  other  than  by  graduation..     85  94  178  56  413 

Graduated    72  37  85  90  284 

Membership    86  102  204  78  470 

Entered  High  School   41  17  31  25  114 

Still  in  High  School 33  12  23  17  83 


REPORT  OF  THE  SUPERINTENDENT.  191 

AGES— From  12-13,  I;  13-14,  3;  14-15,  98;  15-16,  190;  16-17, 
118;  17-18,  31;  19-20,  7. 

Retardation  of  Pupils — 11  pupils  were  retarded  one  semester; 
70  two,  118  three,  109  four,  68  five,  33  six,  6  seven,  and  15  eight 
semesters. 

Causes  of  Retardation — Illness,  137;  lack  of  interest  in  aca- 
demic subjects  96,  moving  53,  trouble  4,  absence  11,  mentality  59, 
traveling  7  foreign  15,  late  start  15,  temperamental  reasons  36. 

Ambitions  of  Pupils — 54  different  occupations  were  asked  for 
by  pupils  in  these  courses.  Electrical  Engineering  and  Civil  Engi- 
neering being  the  favorites. 

That  the  Board  of  Education,  in  instituting  these  classes  for 
retarded  children,  is  meeting  a  genuine  demand  is  clearly  shown 
by  an  analysis  of  the  reasons  given  by  the  pupils  themselves  for 
electing  to  go  to  these  schools.  Such  reasons  are:  (1)  a  desire 
for  more  shop  work;  (2)  to  learn  a  trade;  (3)  an  opportunity  to 
make  up  in  the  high  school  time  lost  in  the  grades  from  various 
causes  given  in  the  accompanying  tables — such  as  lack  of  interest 
in  academic  subjects,  moving,  illness;  (4)  A  feeling  of  greater  self 
respect  in  mingling  with  companions  of  one's  own  age  and  size. 

The  accompanying  tables  show  to  some  extent  the  success 
of  the  scliools  in  meeting  these  demands. 

(1)  They  have  reduced  But  not  eliminated  the  waste  incident 
to  the  years  14-16;  (2)  they  have  held  in  school  those  with  a 
definite  vocational  purpose;  (3)  they  have  created  a  new  channel 
to  the  high  schools  for  the  self-reliant,  adventurous  boy  who, 
feeling  tfie  economic  pressure  at  home,  has  struck  out  for  himself 
but,  finding  himself  at  a  disadvantage  in  his  bout  with  the  world, 
seeks  an  opportunity  to  increase  his  power. 

Criticism — (It  These  classes,  successful  as  they  have  been, 
still  lose  too  many  pupils  of  the  so-called  "wasted  years."  This 
would  seem  o  indicate  that  the  work  as  now  administered  is  not 
sufficiently  prevocational  or  vocational;  that  the  range  of  skills 
and  industrial  interests  is  not  yet  sufficiently  great,  being  too 
closely  confined  to  wood  and  iron,  with  some  printing.  The  tables 
show  54  out  of  300  to  400  gainful  occupations  in  the  United  States 
selected  by  these  pupils.  The  courses  need  to  be  still  more  liberal 
and  more  related  to  science,  the  basis  of  all  industry. 

Recommendation — Tt  is  recommendod  that  these  classes  form 
the  starting  points  of  the  genuinely  vocational  schools  as  hereinbe- 
fore recomm»^nd(Ml  for  both  boys  and  girls  over  fourteen  years  of 


192  PUBLIC     SCHOOLS. 

age  in  grades  seven  and  eight  of  Type  A  schools  or  from  all  ele- 
mentary schools. 

Samuel  B.  Allison,  Chairman. 
Annie  G.  Ahearn, 

Head  Asst,   Hayt   School. 

WM.  J.  BOGAN, 

Prin.  Lane  Tech.  High  School. 
Henry  S.  Crane, 

Prin.  Lewis-Champlin  School. 
Minnie  M.  Jamieson, 

Prin.  O.  A.  Thorp  School. 
Lucy  L  La  inc., 

Principal,  Spalding  School. 
James  E.  McDade, 

Prin.  Fallon  School. 
Elizabeth    A.    McGillen, 
Prin.  Coonley  School.. 
H.  J.  Moynihan, 

Prin.  Wentworth  School. 
Anna   M.  Nillson, 

Teacher,  Parker  Prac.  School. 
Harriette  T.  Trea dwell, 
Prin.  Scanlan  School. 


REPORT  OF  THE  SUPERINTENDENT.  193 


COMAU!:UCIAL  EDtCAT10\  I\  HIGH  SCHOOLS. 

The  committee  appointed  to  make  a  survey  of  the  work  done 
in  the  commercial  department  of  our  high  schools  respectfully 
submits  the  following  report: 

By  direction  of  the  chairman,  the  committee  had   in  mind : 

1.  What  percentage  of  the  pupils  take  up  the  commercial 
course  with  the  idea  of  entering  upon  a  business  career? 

2.  What  percentage  enter  upon  it  because  of  the  general 
training  which  the  subjects  afford? 

3.  What  percentage,  if  any,  adopt  the  course  because  they 
think  it  an  easy  way  to  earn  credits? 

4.  What  percentage  of  the  pupils  are  able  to  use  the  touch 
system  in  typewriting  at  the  end  of  the  course? 

5.  How  much  attention  is  given  to  spelling,  punctuation, 
capitalization  and  English  construction? 

6.  What  points,  in  the  teacher's  estimation,  should  be 
emphasized  in  the  course  in  stenography? 

7.  How  much  attention  is  given  to  penmanship  in  the  work 
in  bookkeeping? 

S^.  What  general  training  does  the  course  afford  which  will 
be  of  practical  value  for  pupils  who  do  not  enter  upon  a  business 
life? 

In  this  report  will  be  found  more  or  less  definite  answers 
to  the  queries  cited  above. 

Bookkeeping. 

W^henever  there  is  buying  and  selling,  a  record  or  history 
of  the  transactions  must  be  kept.  A  systematic,  intelligible  record 
showing  debits  and  credits  is  indispensable  in  any  business. 
The  prodigious  expansion  of  output  from  farm  and  workshop, 
the  varied  and  complex  organizations  for  production  and  dis- 
tribution, together  with  the  extension  of  credit  have  raised 
bookkeeping  to  the  dignity  of  a  profession. 

That  a  knowledge  of  it  opens  the  door  of  opportunity  to  vast 
numbers  of  young  people  from  year  to  year,  is  the  experience 
of  all  who  have  interested  themselves  in  obtaining  positions  for 
them,  and  is  confirmed  by  "the  want  ad"  columns  of  our  daily 
papers. 


194  PUBLIC    SCHOOLS. 

Bookkeeping,  in  common  with  the  other  commercial  subjects, 
is  attracting  both  teachers  and  pupils  of  a  higher  order  and  in 
greater  numbers,  from  year  to  year.  In  the  older  courses  in  the 
high  school,  one  often  meets  with  pupils  who  when  questioned 
for  the  reasons  for  electing  any  particular  course,  are  unable 
to  do  so,  simply  repeating  in  substance  an  erstwhile  popular  song, 
''We're  here  because  we're  here."  Aimlessness  is  not  common 
in  the  commercial  department.  The  committee  was  surprised  to 
find  the  unanimity  of  the  teachers'  estimates  as  to  the  percentage 
electing  bookkeeping  (a)  with  the  hope  of  becoming  professional 
bookkeepers,  (b)  as  an  easy  means  of  earning  credits,  or  (c)  as 
a  subject  of  general  culture.  According  to  their  estimates,  ninety 
per  cent  of  the  pupils  electing  this  subject  do  so  with  the  hope 
of  becoming  bookkeepers,  five  to  eight  per  cent  elect  it  because 
they  believe  it  will  aid  them  in  making  an  entrance  into  the 
business  world,  and  the  remainder,  that  it  will  enable  them  to 
keep  in  closer  touch  with  future  ventures  on  their  own  account. 
None  could  be  found  who  had  selected  the  courso  in  hope  of 
an  easy  way  of  earning  credits- 

No  teacher,  no  business  man,  needs  to  be  told  what  an 
inspiring  experience  it  is  to  be  surrounded  by  a  group  of  young 
people  all  doing  work  which  they  elect  themselves  for  a  definite 
purpose  and  by  means  of  which  they  hope  to  gain  a  livelihood 
or  to  gratify  still  loftier  ambitions  in  this  practical  commercial 
age.  A  fixity  of  purpose,  it  seems,  permeates  the  whole  student 
body  of  the  commerical  department  and  it  makes  no  difference 
whether  bookkeeing  or  stenography  is  elected  as  the  major. 

Many  of  the  teachers  have  had  practical  experience  in  busi- 
ness offices  and  all  of  them  are  specially  trained  in  the  subject 
they  are  teaching.  They  are  experts  in  their  line  and  attack 
their  work  accordingly.  Actual  business  experience  in  account- 
ing are  made  the  basis  of  the  instruction.  The  exercises  are 
worked  over  by  the  pupil  until  the  principles  of  bookkeeping 
and  the  rules  of  its  practice  are  thoroughly  comprehended  and 
assimilated.  In  the  course  of  this  preliminary  work,  the  inter- 
relation of  the  several  "books"  is  established. 

Beginning  with  simple  retail  projects,  using  only  the  day 
book  or  journal,  cash  book  and  ledger,  they  advance,  step  by 
step,  to  the  more  complex  exercises  introducing  as  they  proceed 
all  the  many  columned  "books,"  principal  and  auxiliary,  in 
accordance  with  the  latest  usage  in  up  to  date  offices.  Business 
forms  from  leases  and  way  bills  on  through  the  whole  round 
are  explained,   written  out  and  made  the  subjects  of  entries  as 


REPORT  OF  THE  SUPERINTENDENT.  195 

they  are  used  in  actual  business  experience.  This  is  the  ideal 
which  the  department  has  set  before  itself  as  a  guiding  principle. 
In  most  of  the  classes  it  is  lived  up  to. 

By  the  end  of  the  first  year,  the  pupil  has  mastered  the 
theory  of  bookkeeping,  knows  how  to  handle  simple,  original 
entry  books,  can  post  all  entries  to  secondary  books,  and  handle 
the  ordinary  accessory  records.  In  the  opinion  of  many  of  the 
teachers,  a  bright  pupil  can  then  take  charge  of  a  set  of  books 
in  an  ordinary  retail  business. 

By  the  end  of  the  second  year,  quoting  several  successful 
teachers : 

"They  are  not  accountants,  but  they  are  good  practical  book- 
keepers." "They  can  handle  corporation  books  and  are  able  to 
do  independent  bookkeeping.  They  have  some  training  in  bank- 
ing." '  "Our  pupils  can  take  charge  of  a  set  of  books."  "They 
have  had  training  in  wholesale  as  well  as  retail  business." 

The  instructors?;  without  exception,  disclaim  all  pretention 
to  classifying  their  two  year  pupils  as  accountants.  They  all 
assert  that  greater  maturity  of  mind  and  more  training  than 
it  is  possible  to  give  them  in  two  years'  time  at  their  age  is 
needed  to  qualify  them  to  assume  this  title.  In  its  proper  pro- 
fessional sense,  accounting  calls  for  discrimination  and  judgment 
developed  and  ripened  by  observation  and  experience  beyond  the 
reach  of  two  year  high  school  pupils.  For  educational  values, 
bookkeeping  must  be  credited  with  disciplinary  possibilities  of 
a  high  order.  It  demands  accuracy  in  classification,  recording 
and  computation,  neatness  in  execution  and  order  in  its  practice. 
Errors  may  not  be  erased  and  can  not  long  be  hidden.  It  is  the 
opinion  of  the  committee  that  the  work  in  bookkeeping  in  oui- 
high  schools  is  a  credit  to  the  school  system.  The  critical  attitude 
of  the  teachers  toward  their  own  work  is  a  sign  of  progress. 

Since  business  oflices  now  generally  are  supplitNl  with  com- 
I)uting  machines,  it  is  the  opinion  of  the  committee  that  the 
commercial  department  of  each  school  ought  to  be  provided  with 
at  least  one  adding  or  computing  machine,  nnd  that  the  pupils 
ill  bookkeeping  ought  to  learn  how  to  use  it.  Often  one  of  the 
first  duties  a  graduate  is  asked  to  perform  is  to  operate  some 
such  machin':'  and  it  is  disconcerting  to  be  unable  to  fnlfill  the 
first   requirement. 

Tlie  committee  also  begs  leave  to  make  liie  fui-tiier  recom- 
mendation llial  better  i)rovision  be  made  for  the  teaching  of 
ix'nmanship.  It  is  true  that  it  is  not  a  cultural  study,  but  com- 
mercial subjects  ai'e  chosen,  not  primarily  for  their  culture,  but 


196  PUBLIC    SCHOOLS. 

for  their  practical  bread-winning  value.  Commercial  work  is 
vocational,  and  it  must  meet  the  demands  of  employers  or  it  fails. 
There  is  a  vast  difference  in  the  estimation  put  upon  penman- 
ship by  the  employers  of  our  pupils  and  that  put  upon  it  by 
some  teachers.  Both  employer  and  teacher  may  disregard  the 
opinions,  each  of  the  other  in  this  matter;  for  the  employer  may 
continue  to  employ  only  those  whose  writing  is  up  to  his  standard, 
and  the  commercial  department  is  an  established  fact.  But  to 
the  youth  seeking  a  position,  this  insistence  on  the  one  hand 
and  disregard  on  the  other  may  become  a  matter  of  serious 
import. 

Stenography  and  Typewriting. 

A  very  high  degree  of  efficiency  is  attained  in  the  subjects 
of  stenography  and  typewriting.  The  percentage  of  pupils  taking 
those  subjects  varies  with  the  locality.  In  those  schools  where 
the  pupils  are  mainly  preparing  for  college,  ten  per  cent  are 
enumerated  in  Commercial  Courses:  while  in  those  schools  whose 
pupils  expect  to  get  more  quickly  into  business,  as  many  as  thirty- 
five  per  cent  are  found  in  such  classes. 

The  quality  of  teaching  is  universally  excellent.  At  the  end 
of  the  first  year,  pupils  are  able  to  take  slow  dictation  and  to 
transcribe  accurately.  Many  pupils  through  necessity  leave  at 
the  end  of  the  first  year,  and  are  able  to  do  work  sufficiently 
well  to  fill  positions  acceptably  where  the  correspondence  is 
limited  and  not  difficult.  The  committee  dictated  letters  to 
second  year  pupils  which  they  took  down  in  shorthand  at  the 
rate  of  eighty  words  per  minute.  Some  of  these  letters  were 
technical,  yet  the  pupils  transcribed  them  accurately  and  made 
letters  which  were  correct  in  form,  spelling  and  punctuation. 

Graduates  of  the  two  year  courses  have  no  difficulty  in  obtain- 
ing positions.  All  of  them  are  taking  the  work  with  the  idea 
of  using  it,  either  in  busines  or  in  taking  lectures.  None  of  them 
take  up  the  work  as  an  easy  way  in  which  to  earn  credits. 

The  equipment  in  some  schools  is  not  good,  but  is  being 
rapidly  improved.  The  work  would  be  more  efficient  if  provisions 
were  made  to  reorganize  classes  every  six  or  eight  weeks,  per- 
mitting those  who  are  doing  well  to  go  on,  and  turning  back 
the  slower  ones  to  review  and  pick  up  lost  ends. 

In  typewriting,  the  touch  system  is  the  only  one  taught. 
Pupils  have  no  difficulty  in  using  their  machines  without  tum- 
ing  their  eyes  away  from  the  notes.    A  variety  of  typewriters  are 


REPORT  OF  THE  SUPERINTENDENT.  197 

used,    covering    all    of   the   kinds    commonly    found    in   business 
houses. 

Teachers  and  pupils  alike  are  to  be  commended  for  their 
serious  and  business-like  attitude  toward  these  subjects  and  for 
the  efficiency  attained  by  the  pupils  at  the  end  of  the  course. 

Business  English. 

Your  committee  found,  among  the  teachers,  a  practical 
unanimity  of  opinion  namely,  that  pupils  who  attain  a  knowl- 
edge of  Business  English  or  an  ability  to  use  English  effectively 
for  the  purpose  of  transacting  business,  do  it  through  the  study 
of  English  literature  and  the  practice  of  English  Composition. 
Apart  from  the  form  of  an  ordinary  business  letter  there  is.  so 
far  as  the  committee  could  discover,  no  teaching  of  Business 
English  that  differs  from  any  other  English.  Having  spent  some 
time  considering  whether  or  not  there  should  be  such  a  well 
defined  course,  your  committee  has  concluded  that  there  is  just 
one  w^ay  in  which  it  might  be  instituted. 

Granted  that  every  business  engaged  in  today  has  a  vocabulary 
and  a  method  of  procedure  more  or  less  peculiar  to  itself,  some 
of  which  might  be  grasped  by  the  pupil  still  in  school,  and  be 
to  his  advantage,  the  way  to  start  him  along  that  line  is  to  induce 
him  to  do  laboratory,  or  research,  or  survey  work  in  as  many 
industries  as  his  time  and  circumstances  will  permit. 

Before  he  can  write  in  terms  of  any  industry  or  business, 
he  must  think  and  speak  intelligently  in  those  terms.  In  order 
to  do  that  he  must  have  some  acquaintance  with  the  business. 
In  our  opinion  the  nature  or  size  of  the  business  does  not  matter. 
If  we  could  first  of  all  persuade  our  young  people  that  they,  each 
day,  perform  many  simple  acts  that  are  in  the  nature  of  business 
and  that  can  be  regarded  and  analyzed  as  to  their  success  or 
otherwise,  and  the  causes  that  produced  the  success  or  the  lack 
of  it,  we  have  already  attained  one  point, — a  more  sympathetic 
attitude  toward  the  work  in  English. 

Your  committee  recommends  that  more  of  the  time  in 
English  be  given  to  oral  expression:  to  the  reproduction  of  matter 
read;  to  oral  discussion  of  topics  given:  to  debates:  to  correction 
of  sentences  lacking  in  clearness;  to  the  arrangement  of  sentences 
as  to  sequence, — all  with  a  view  to  the  gaining  of  power  in  main- 
taining a  proposition  in  the  face  of  opposing  arguments. 

Spelling. 

All  the  schools  are  giving  particular  attention  to  spelling. 
Sets  of  w^ords  are  studied  by  writing  them   in  columns,  by  using 


198  PUBLIC     SCHOOLS. 

them  in  sentences,  and  in  letters  and  business  forms.  A  proof 
of  the  effectiveness  of  this  work  is  shown  in  the  fact  that  in  the 
many  transcripts  examined  by  your  committee,  it  was  rare  to 
find  a  misspelled  word. 

Penmanship. 

The  penmanship  of  pupils  entering  high  school  has  improved 
greatly  from  year  to  year  since  the  introduction  of  the  muscular 
system  of  writing,  so  that  now  in  the  upper  grades  illegible  pen- 
manship is  the  exception  rather  than  the  rule.  The  finger  move- 
ment is  natural  to  little  children,  but,  when  the  muscular  system 
has  once  been  thoroughly  mastered,  it  is  persisted  in  whether 
supervised  or  not. 

The  Commercial  Course  as  it  now  stands  calls  for  instruction 
in  penmanship  for  all  student-s  taking  it,  whether  Bookkeeping 
or  Stenography  is  their  major.  This  has  produced  very  fair 
results,  as  credit  is  refused  imtil  the  penmanship  is  at  least  fair. 

Legibility,  the  first  and  most  important  requisite  in  pen- 
manship, was  evident  everywhere.  Considering  the  fact  that  so 
little  time  is  allotted  to  supervised  penmanship  and  that  in  most 
of  the  work  the  writing  itself  is  entirely  subservient  to  the  subject 
matter,  we  feel  that  its  importance  should  be  emphasied  by  all 
teachers. 

Business  Arithmetic. 

Business  arithmetic  is  largely  computation.  It  does  not 
involve  any  new  or  abstruse  learning.  It  requires  accuracy  and 
rapidity.  It  might  very  safely  be  classified  under  exercises  in  the 
four  fundamental  operations  in  integers,  common  and  decimal 
fractions,  percentage  involving  discount  and  interest,  and  more 
or  less  extensive  work  in  mensuration.  Your  committee  found 
that  in  practically  every  school  much  time  was  given  to  drill 
in  some  or  all  of  these  subjects.  While  it  is  manifestly  impos- 
sible to  give  specific  instruction  in  all  of  the  details  encountered 
in  the  business  world,  nevertheless  an  attempt  is  being  made  to 
teach  particularly  those  subjects  which  are  used  universally  in 
business  offices. 

It  is  the  opinion  of  the  committee  that  those  teachers  who 
are  giving  daily  oral  and  written  drills  for  quick  and  accurate 
results,  together  with  problems  requiring  an  exercise  of  the 
reasoning  power,   in  the  topics   enumerated,    are  about  as  near 


REPORT  OF  THE  SUPERINTENDENT.  199 

to   the   practical   teaching   of   this   subject   as    it   is    possible   to 
approach  it 

In  Conclusion. 

The  chairman  sent  the  following  questions  to  about  a  hun- 
dred of  the  business  firms  of  the  City,  selected  somewhat  at 
random : 

1.  Have  you  had  or  have  you  now  in  your  employ  in  the 
clerical  department  of  your  House  any  graduates  of  the  com- 
mercial department  of  our  high  schools? 

2.  If  so,  have  they  proved  reasonably  adaptable  to  your 
needs? 

3.  Have  you  found  them  well  grounded  in  the  principles 
and  practices  of  the  business  world? 

4.  Did  they  bring  habits  of  promptness  and  neatness  to 
their  work? 

5.  ff  stenographers,  was  their  knowledge  of  spelling,  punc- 
tuation, capitalization,  and  diction  dependable? 

6.  Have  they  evidenced  ability  to  meet  emergencies? 

About  half  of  those  to  whom  the  letters  were  sent  responded; 
and  those  who  had  had  our  young  people  in  their  employ,  with 
a  single  exception,  expressed  entire  satisfaction  with  their  work. 

On  one  of  the  sheets,  after  answering  "yes"  to  all  the  queries, 
the  manager  wrote  in  the  margin:  "Immeasurably  superior  to 
any  other  employes  of  the  same  age  and  experience.''  But  one 
who  declared  that  he  has  not  had  any  of  these  in  his  employ 
volunteered  the  following  judgment:  "The  public  school  product 
cannot  spell, — figure  easy  bills  or  write  a  decent  letter — from 
a  business  point  of  view  their  education  is  wasted — w^e  have  to 
take  them  and  train  them  ourselves — Your  Methods  Must  be 
Wrong."  Your  committee  is  not  informed  as  to  how  this  judg- 
ment was  reached. 

The  following  letter  is  in  great  contrast  to  the  above  in  the 
attitude  of  the  business  man  towards  the  graduates  of  our  com- 
mercial  department: 

"On  the  enclosed  blank,  I  have  endeavored  to  answer  ques- 
tions relative  to  your  pupils  to  the  best  of  my  ability.  It  has 
been  our  good  fortune  to  employ  a  very  large  number  from  the 
public  schools  within  the  last  two  years.  On  the  whole,  they  are 
entirely  satisfactory.  (Commercial  departments  have  shown  a 
marked  improvement  during  the  last  eighteen  months.  Your 
graduates   now   seem   bettor   prepared   and   better   tilted   for   their 


200  PUBLIC     SCHOOLS. 

work  than  any  from  the  private  business  colleges.  You  are  at 
liberty  to  use  our  name  in  connection  with  the  questionnaire,  if 
you  see  fit.  Yours  truly, 

Sears,  Roebuck  &  Co." 

The  following  from  a  firm  doing  a  large  business,  who  have 
not  had  any  of  the  graduates  of  the  high  schools  in  their  employ, 
is  decidedly  interesting: 

"In  response  to  your  letter  of  inquiry  of  March  13th,  seek- 
ing information  concerning  the  graduates  of  the  Commercial  De- 
partment of  the  high  schools,  I  wish  to  advise  that  we  have  none 
of  these  young  people  in  our  office  at  the  present  time.  About 
the  early  part  of  February,  someone  from  the  Board  of  Education 
called  us  on  the  telephone,  directing  our  attention  to  the  class 
graduating  in  February  and  asking  if  we  would  be  interested  in 
placing  any  of  the  graduates.  We  stated,  then,  that  our  office  force 
was  complete,  but  that  we  would  be  very  glad  to  receive  applica- 
tions for  any  possible  vacancies.  The  writer  personally  interviewed 
a  number  of  the  applicants  and  was  very  favorably  impressed  with 
their  knowledge  of  clerical  and  office  requirements;  and  if  we  have 
any  openings  in  the  near  future,  they  will  be  given  first  consid- 
eration." 

These  responses  answer  afiirmatively  the  question  as  to 
whether  our  graduates  in  stenography  are  able  to  take  dictation 
at  a  reasonable  rate  of  speed,  to  spell  correctly,  and  to  punctuate 
according  to  established  usage.  Transcripts  of  work  dictated  by 
the  chairman  \n  the  senior  class  in  all  of  the  high  schools  are 
on  file  in  his  office.  8.S0  Tribune  Building,  for  the  inspection 
of  any  one  sufficiently  interested  to  inquire. 

Some  of  the  responses  reveal  the  natural  dislike  of  business 
men  to  change.  One  manager  wrote:  "We  have  never  had  young 
men  from  the  commercial  department  of  our  high  schools.  We 
prefer  youne;  men  from  business  college."  To  be  sure,  were 
that  preference  universal,  there  would  be  no  opportimity  for 
our  young  people  to  prove  their  efficiency.  But  that  it  is  not 
universal,  is  shown  in  the  fact  that  our  graduates  are  placed 
as  soon  as  they  are  free  from  school, — many  being  under  engage- 
ment w&eks  before  their  graduation.  The  demand  is  outrunning 
the  supply.  This  ought  to  tell  whether  the  graduates  are  doing 
satisfactory  work.  Many  of  the  schools  have  kept  track  of  all 
their  graduates  in  the  commercial  department  and  can  show 
any  one  who  desires  it  the  career  of  each  pupil  since  his  gradu- 
ation.    It  would  be  a  revelation  to  some  who  deny  the  ability  of 


REPORT  OF  THE  SUPERINTENDENT.  201 

our  schools  to  fit  for  the  business  world,  to  look  over  their  records 
and  verify  their  truth. 

Henry  C.  Cox,  Chairman. 

Mary   G.   Gostello, 

Teacher  Ericsson  School. 
Ida  L.  M.  Fursman, 

Head  Asst.  Linne  School. 
Mary  G.  Guthrie, 

Prin.  Knickerbocker  School. 
Wm.  R.  Hornbaker, 

Prin.  Smyth  School. 
Abigail   M.   Hunt. 

Prin.    Kenwood   School. 
A.GNE8  W.  O'Brien, 

Head   Asst.   Willard   School. 
W.  D.  Smyser, 

Prin.  Brentano  School. 
Elizabeth  G.  Sullivan, 

Teacher  Cooper  School. 
Sarah  C.  Thomas, 

Teacher  Beidler  School. 
Veronica   Whelan, 

Teacher  Tennyson  School. 


202  PUBLIC     SCHOOLS. 


VOCATIONAL  WOHK  L\  HIGH  SOIOOLS. 

The  committee  appointed  to  make  a  survey  of  the  voca- 
tional work  in  the  high  schools  has  visited  and  carefully  in- 
spected the  shops  and  drawing  rooms  in  the  nineteen  schools 
where  vocational  work  is  carried  on.  In  this  inspection  three 
phases  of  the  work  have  been  noted;  a  general  view,  covering 
discipline,  interest  and  the  nature  of  the  work  done;  the  pupil 
with  regard  to  his  development  of  power  and  initiative  and  the 
motives  which  influence  him;  tho  teacher,  with  regard  to  per- 
sonality, care  of  implements  and  material,  and  the  results  ac- 
complished  in   handling  classes  and   individuals. 

The  members  of  the  committer  were  impressed  and  pleased 
with  the  splendid  discipline  that  prevails.  A  line  spirit  is  gen- 
erally noticeable,  based  upon  interest  in  the  work  and  loyalty 
to  (he  school.  We  found  the  ♦.■quipment  as  a  rule  ample,  often 
lavish;  the  necessary  material  at  hand  in  abundance,  and  wvll 
prepared  plans  and  methods  in  general  use.  Pupils  are  prepar- 
ing for  profr.ssional  courses  in  higher  institutions;  some  for 
work  in  the  trades  or  industries:  some  for  usefulness  to  them- 
selves and  others;  some  take  the  work  for  its  cultural  value. 

In  three  technical  high  schools,  the  3112  pupils  are  all  in 
vocational  courses.  About  45  per  cent  of  the  young  men  are 
planning  for  higher  professional  training;  practically  all  the  rest 
will  enter  the  trades,  largely  in  offlce  and  administrative  posi- 
tions. Of  the  girls,  one  third  have  in  mind  professional  training, 
about  one  third  enter  the  trades  and  about  one  third  help  at  home 
after  leaving  school. 

In  sixteen  academic  high  schools,  4,045  pupils  out  of  a  mem- 
bership of  17,007  are  in  vocational  courses.  An  estimate  by  pupils 
and  teachers  is  as  follows : 

Influenced  by  the  professional  ^y^^     ^^^^       Ej^^    ^^^,^  P^^^l^,^ 

motive   369         258  97  165         152 

Influenced  by    the    industrial 

motive    295  41  88  53  7 

Influenced  by    the    utilitarian 

motive    253  38  72       1045         535 

Influenced  by     the     cultural 

motive    176         105  17  137  132 

Totals    1093  452         274        1400         826 


REPORT  OF  THE  SUPERINTENDENT.  203 

The  teachers  impressed  us,  in  the  main,  as  a  body  of  strong, 
capable  men  and  women,  greatly  interested  in  their  work  and  their 
pupils,  giving  generously  of  their  time  and  their  best  efforts  and 
training  the  boys  and  girls  to  think  independently  and  quickly. 
Some  of  them  have  the  additional  faculty  of  inspiring  their  pupils 
with  the  joy  of  service  and  a  pride  in  the  work  that  lifts  it  above 
mechanical  drudgery. 

Woodshops. 

The  work  of  the  first  ten  weeks  is  called  joinery  and  the  art  of 
making  a  good  joint  is  the  final  test  of  the  pupil's  ability.  Furni- 
ture making  comes  next  and  all  boys  enjoy  intensely  this  part  of 
the  work.  They  are  all  allowed  to  take  home  the  finished  product 
upon  paying  for  the  wood.  Many  a  home  has  an  excellent  Morris 
chair,  piano  bench,  or  other  article  that  represents  a  money  expen- 
diture of  a  dollar  or  two  only,  but  many  thoughtful  hours  of  labor 
on  the  part  of  the  young  man  of  the  family.  Wood  turning  and 
elementary  pattern  making,  with  lectures  on  matters  pertaining 
thereto,  follow  and  in  the  second  year  advanced  pattern  making  is 
taken  up,  the  pupil  actually  making  the  patterns  used  in  the  foun- 
dry by  himself. 

We  have  found  this  work  going  on  in  all  the  schools  accord- 
ing to  their  equipment  and  consider  it  excellent  throughout  the 
whole  system,  though  varying  considerably  in  scope. 

An  effort  to  acquaint  the  boys  with  commercial  shop  methods 
is  made  in  some  of  the  schools.  In  one  shop  the  group  system 
of  foremen  and  workers  is  being  tried  out.  There  are  several 
groups  and  a  healthy  spirit  of  competition  exists  among  them. 
Products  are  turned  out  in  large  number  and  commercial  stand- 
ards of  technique  are  maintained.  Care  of  material  and  tools,  and 
a  neat  condition  of  the  shops  is  required  and  this  is  an  important 
item  in  the  education  of  the  boys  as  future  industrial  workers. 
Pupils  gave  various  reasons  for  taking  the  work;  some  will  become 
carpenters,  cabinetmakers,  etc.;  some  desire  the  training  to  enter 
higher  technical  schools.  Teachers  are  generally  good,  practical 
men. 

Iron  Work. 

In  the  foundry,  boys  aro  taught  to  prepare  the  sand,  make  the 
nK)lds  and  pour  the  melted  brass,  aluminum,  or  iron.  Habits  of 
mental  and  physical  alertness  are  developed.  At  the  time  for 
pouring  the  boys  worked  as  steadily  as  men  and  seemod  ready  for 
all  emergencies.  To  correlate  the  work  of  different  years  and 
kinds,  boys  here  mnko  ornaments  to  mount  on  wood-work  made 


204  PUBLIC     SCHOOLS. 

the  year  before,  or  make  castings  to  be  finished  later  in  the  ma- 
chine shop  or  to  be  used  in  the  electric  shop.  Ventilation  in  many 
foundries  and  forges  is  poor.    Gases  are  not  carried  off  well. 

The  articles  made  on  the  anvil  are  useful  and  the  boys  gain 
technical  knowledge  as  w^ell  as  skill  in  their  production.  After 
making  hasps,  chains  and  the  like,  they  are  allowed  to  make  more 
pretentious  articles,  such  as  andirons,  garbage  burners,  and  bent 
iron  articles.  Each  boy  pays  for  the  material  used,  and  the  ar- 
ticles belong  to  him. 

In  the  machine  shop  boys  first  learn  the  mechanism  of  the 
machine,  the  method  of  running  it,  and  the  dangers  to  be  avoided. 
At  first  all  work  on  the  same  simple  task,  but  later  each  is  allowed 
to  undertake  a  special  problem.  Articles  made  are  gasoline  en- 
gines, repairs  for  machines,  etc.  The  boys  work  steadily  on  when 
a  teacher  is  occupied  with  visitors.  In  some  of  the  schools  the 
equipment  is  not  complete  and  the  classes  are  small.  At  one  the 
boys  seemed  to  be  doing  the  work  because  it  was  required.  Few 
could  tell  what  vocation  they  would  follow  or  why  they  were  taking 
the  technical  course. 

Much  greater  enthusiasm  is  found  in  the  technical  schools 
where  all  pupils  are  taking  the  vocational  course.  Projects  are 
more  ambitious,  as  lathes,  engines  for  automobiles  and  motor 
boats,  vacuum  cleaners,  scale  beams  and  parts  of  machines  in  use. 
Correlation  between  the  various  shops  and  the  drawing  department 
is  complete.  Drawings  and  blue-prints  for  the  advanced  problems 
are  carefully  made,  patterns  for  the  various  parts  are  constructed 
in  the  pattern  shop:  from  these,  castings  are  made  which  are 
dressed  and  otherwise  prepared  in  the  machine  shop  where  other 
needed  parts  are  made  and  the  whole  assembled  and  tested.  The 
forge  and  machine  shop  develop  individual  capacity  and  self  reli- 
ance, whereas  the  work  in  the  foundry  develops  team  work  and 
community  spirit.  All  these  activities  develop  self  control,  quick- 
ness of  perception,  judgment,  manual  skill  and  some  artistic  ap- 
preciation. Professional  and  industrial  motives  prevail  here.  In- 
structors are  practical  men,  many  of  them  enthvLsiastic  in  their 
lines. 

F^lectrical  VVoi'k. 

Work  in  the  electrical  shop  is  carried  on  at  seven  of  the  high 
schools,  but  in  the  two  technical  high  schools  the  equipment  is 
30  superior  as  to  put  them  in  a  class  by  themselves.  At  one  school. 
the  recitation  was  a  lecture;  pupils  showed  intelligence  and  initia- 
tive when  put  at  laboratory  work,  but  the  class  was  too  large  and 
there  were  more  lookers-on  than  workers.    At  another,  the  shop 


REPORT  OF  THE  SUPERINTENDENT.  205 

has  not  been  fully  equipped;  with  some  pupils  the  interest  was 
intense,  with  others  only  fair.  At  another,  the  pupils  are  helpin^' 
to  install  some  of  the  new  equipment  under  direction  of  the  teacher. 
At  another,  two  basement  rooms  are  in  use;  pupils  receive  prac- 
tical instruction  in  wiring  for  bells,  lights,  etc.,  and  in  handling 
and  testing  motors.  At  another,  the  shop  is  small,  though  fairly 
well  equipped;  the  interest  seems  to  be  waning  and  it  was  felt 
that  the  expense  was  out  of  proportion  to  results.  It  is  our  opinion 
that  really  good  results  in  electrical  shop  work  can  only  be  secured 
in  schools  where  there  are  well  equipped  machine  shops. 

At  the  technical  high  schools  the  shops  have  been  in  operation 
for  several  years,  so  that  considerable  advanced  work,  as  well  as 
beginning  work,  is  being  done.  At  one  school  pupils  were  at  work 
on  motors,  all  the  parts  being  constructed  by  them  and  the  motors 
assembled  and  put  to  work.  They  showed  growth  and  power  and 
required  very  little  help  from  the  teacher.  Systematic  care  and 
neatness  were  noticeable.  All  tools  and  material  are  in  the  care 
of  pupils  appointed  for  that  purpose,  who  pass  them  out  on  request 
and  receive  them  and  check  up  at  the  end  of  the  period.  All  ar- 
ticles made  are  for  use  in  the  school  or  in  the  homes.  The  in- 
structors are  experienced  and  practical  men.  At  another  technical 
school  the  equipment  is  ample  and  the  correlation  of  the  work 
with  that  of  the  wood  shop,  foundry  and  machine  shop,  is  excellent. 
Pupils  were  engaged  in  making  and  testing  all  sorts  of  meters, 
resistance  boxes  and  the  like.  Several  had  made  and  set  up  good 
working  motors,  not  only  knowing  how  to  make  the  articles,  but 
understanding  their  working  and  economic  use.  All  pupils  were 
interested  and  alert;  note  books  were  kept  very  well,  showincr 
accuracy  in  spelling  and  English  and  neatness  in  drawings  and  in 
general  style.  In  every  exercise  there  was  a  definite  purpose  and 
genuine  interest  and  pride  in  the  work.  Tools  and  materials  are 
cared  for  by  pupils  as  described  above.  The  instructors  are  very 
capable  and  handle  thf  work  in  a  masterly  way.  Pupils  in  this 
department  of  the  technical  schools  are  preparing  for  higher  tech- 
nical training,  leading  to  professional  positions,  or  for  securing 
employment  in  the  various  electrical  trades. 

Sewinji. 

Classes  conducted  by  eighteen  tf^achers  were  visited  and  of 
these  a  single  one  was  considered  only  fair.  On  the  whole,  the  work 
is  of  a  practical  nature,  including  the  making  of  general  household 
articles  and  personal  wearing'  apparel.  At  tho  technical  high 
school  for  girls,  sheets,  pillow  slips,  night  gowns,  and  other  articles 
are  made  for  the  Parental  School  and  articles  for  the  school  lunch 


206  PUBLIC     SCHOOLS. 

room,  as  towels,  aprons,  caps,  and  dish  cloths.  In  most  of  the  high 
schools  some  practical  training  is  given  in  textiles  to  enable  pupils 
to  distinguish  texture  and  value  of  materials,  and  they  are  require<J 
to  compute  the  cost  of  all  articles  made.  Many  of  the  schools  have 
classes  in  millinery,  in  which  pupils  make  hats  for  themselves. 
We  saw  many  of  these  and  found  them  remarkably  good  in  style 
and  appearance  and  made  at  surprisingly  small  cost.  In  some  (tf 
the  schools,  work  is  done  in  pattern  drafting  to  develop  confidence 
in  using  and  modifying  purchased  patterns,  and  in  designing  and 
making  original  ones. 

The  work  in  sewing  and  millinery  in  the  high  schools  neces- 
sarily develops  technique.  We  believe  that  it  also  develops  in 
the  pupils  the  power  of  concentration,  industry,  and  economy  and 
establishes  aesthetic  standards.  Work  rooms  are  everywhere 
neatly  kept  and  implements  and  materials  well  cared  for;  in  only 
one  the  lack  of  sewing  machines  was  noted.  The  great  majority 
of  the  girls  are  taking  these  courses  for  the  practical  personal 
benefits  to  be  gained — immediato  and  future:  a  few  intend  to  bo- 
come  teachers.  In  five  schools  a  distinct  effort  is  made  to  correlate 
the  work  of  the  Art  department  and  that  of  the  sewing  and  milli- 
nery classes.  In  one  school  the  art  training  begins  wih  the  clay 
modeling,  and  is  followed  by  posing  and  drawing  the  human  form, 
study  of  historic  costume  and  its  adaptation  t(i  present  styles. 
This  ends  with  the  pupiTs  making  and  wearing  \ho  modernized 
costume. 

A  much  closer  correlation  between  tlif  .\rt  and  the  Housf- 
hold  Arts  departments  in  all  the  schools  would  bring  more  satis- 
factory results.  The  work  in  the  first  year  of  the  high  school  should 
have  for  its  foundation  the  work  done  in  the  elementary  grades. 
In  most  high  schools  it  receives  littlo  recognition  and  no  credit, 
and  the  first  year's  work  is  largely  a  repetition  of  that  in  the 
grades,  instead  of  advanced  work. 

Kitchens  and  Laundries. 

The  interest  was  good  or  excellent  in  all  of  the  schools.  The 
practical  character  of  the  w^ork  is  shown  by  the  topics  under  dis- 
cussion—"The  Use  of  Milk  as  Food,"  'The  Chemistry  of  Bread- 
making,"  "Food  Preservatives  and  Cold  Storage,"  "Food  Prepara- 
tion and  Dietetics."  Classes  were  making  bread,  beef  hash,  cream 
puffs,  omelets.  Practical  lessons  in  buying  food  and  in  prepar- 
ing and  serving  lunches  are  given.  At  the  technical  high  school 
for  girls,  pupils  of  the  second  year  prepare  the  school  luncheon 
and  so  have  pratice  in  cooking  in  large  quantities.  The  lunch 
room  is  self-supporting,  in  addition  to  affording  valuable  training 


REPORT  OF  THE  SUPERINTENDENT.  207 

for  the  pupils.  Classes  specializing  in  this  subject  have  four  years 
of  work  and  during  the  last  two  years  devote  ten  hours  a  week 
to  it.  One  pupil  is  preparing  to  be  a  caterer,  others  expect  to  be 
teachers  of  cooking  in  the  schools.  At  another  school  a  class  of 
seniors  prepare  their  own  luncheon.  Each  girl  in  turn  is  the  house- 
keeper, does  the  buying  and  keeps  a  careful  account  of  the  cost, 
which  must  not  exceed  ten  cents  per  pupil.  The  girls  are  learning 
to  prepare  the  food  for  a  large  number,  to  determine  food  values 
and  relative  cost.  At  another,  luncheon  is  prepared  in  the  same 
way,  but  the  limit  is  five  cents  per  pupil.  At  one  school,  the 
dining  room  has  been  partly  furnished  from  the  sale  of  articles 
cooked  by  the  pupils.  Teachers  in  this  department  are  strong, 
capable  and  enthusiastic.  With  some  exceptions,  the  kitchens 
are  well  equipped  and  attractive,  and  the  implements  are  well 
cared  for.  In  some  of  the  older  buildings,  they  are  in  basement 
rooms  and  with  insufficient  light.  Contrasted  with  these,  the  finer 
equipment  at  the  new  buildings  seems  splendid  and  elaborate. 
Pupils  choose  cooking  from  love  for  the  work,  a  desire  to  make 
good  records,  to  fit  for  helpfulness  and  to  help  in  home  making, 
and  to  prepare  for  teaching.  The  cooking  classes  seem  not  so 
popular,  nor  the  the  girls  so  enthusiastic  in  the  best  residence 
neighborhoods  as  in  the  so-called  less  favored  districts.  If  this 
is  true,  the  most  skillful  teachers  should  be  secured  for  schools 
in  such  neighborhoods. 

The  laundry  at  the  technical  school  for  girls  is  the  only  one 
in  use.  Pupils  were  observed  during  a  lesson  on  the  washing 
of  woolens.  The  discipline  was  excellent,  interest  strong,  work 
very  practical.  After  a  full  discussion  of  the  nature  of  wool  and 
the  necessary  precautions  against  shrinkage,  the  pupils  went  to 
the  tubs  and  made  practical  use  of  the  instruction  received. 
Washing  fabrics  of  all  sorts,  bleaching,  removing  stains,  ironing, 
etc.,  are  handled  in  the  same  way. 

Printing. 

We  found  printing  carried  on  as  a  regular  part  of  the  work 
at  one  of  the  technical  high  schools  where  there  is  a  fairly  good 
equipment  for  ordinaiy  job  work.  Two  teachers  are  kept  busy, 
and  it  is  an  interesting  and  useful  department.  Quite  a  number 
of  pupils  observed  at  work  showed  a  mastery  of  details  and  :i 
degree  of  initiative  which  will  presently  fit  them  to  act  as  shop 
foremen.  We  believe  that  the  printing  of  many  of  the  blanks  in 
gf'neral  use  throughout  thn  system  and  supplied  by  the  Hoard  of 
Education  might  be  done  here. 


208  PUBLIC     SCHOOLS. 


Apprentices. 


About  two  hundred  and  fifty  carpenters'  apprentices  were  reg- 
ularly at  school,  as  required  by  their  union,  during  the  first  twelve 
weeks  of  the  calendar  year.  In  the  wood  shop  the  younger  pupils 
were  occupied  with  individual  problems  and  their  work  impressed 
us  as  careful,  accurate  and  generally  good.  The  shop  work  of  the 
advanced  classes  was  practical  and  on  a  surprisingly  large  scale. 
There  were  roofs  of  various  styles,  including  one  for  a  good  size 
bungalow,  a  complete  garage — built  in  sections  for  removal  to  the 
premises  of  the  purchaser — stairways  of  various  designs  and  many 
well-constructed  articles  of  furniture.  Evidently  the  young  men 
value  their  opportunities.  A  oplendid  spirit  prevails,  and  it  was 
easy  to  mark  the  growth  in  power  and  in  poise  that  comes  with 
their  progress  through  the  four-year  course. 

Electrical  apprentices,  about  fifty  in  number,  attend  one  tech- 
nical high  school,  coming  in  three  sections,  one-half  day  weekly. 
At  another,  some  one  hundred  twenty  plumbers'  apprentices 
attend,  in  five  sections,  one-half  day  per  week.  Mathematics,  Eng- 
lish, drawing  and  shop  work  occupy  their  time.  One  section  vis- 
ited was  in  the  hands  of  a  capable  teacher  and  the  pupils  were 
making  verbal  reports  concerning  a  visit  at  a  plant  manufactur- 
ing plumbers'  supplies.  Their  statements,  though  often  faulty  in 
English,  showed  clear  thinking  and  their  willingness  to  respond  as 
called  upon  and  to  do  their  best  was  most  interesting. 

Summary. 

We  have  found  no  general  defects  in  the  vocational  work  in 
the  high  schools,  but  numerous  local  shortcomings,  as  indicated  in 
the  foregoing  reports.  A  few  teachers,  temperamentally  as  a  dis- 
advantage or  lacking  in  teaching  ability,  are  failing  to  obtain  the 
best  results.  Some  poorly  lighted,  crowded  and  inconvenient  shops 
make  the  work  in  them  especially  difficult.  In  some  of  the  schools, 
the  brightest  and  most  ambitious  pupils  choose  other  courses,  so 
that  the  work  done  in  the  shops  falls  below  the  general  standard 
of  the  school.  In  class  exercises  and  lectures,  the  vocational 
teachers  appear  at  a  disadvantage.  The  pupils'  recitations  are 
generally  of  the  memoriter  type  and  lacking  in  "go"  and  general 
interest. 

The  vocational  work  in  the  high  schools  impresses  us  as  being 
generally  excellent  and  among  the  good  features  are : 

The  splendid  opportunities  for  individual  expression  in  the 
planning  and  working  out  of  definite  and  worth-while  problems. 
Pupils  who  by  their  o^m  thought  and  labor  have  made  a  chair, 


REPORT  OF  THE  SUPERINTENDENT.  209 

a  pair  of  andirons,  a  vacuum  cleaner,  a  school  dress,  hat  and 
underwear,  or  who  have  prepared  and  served  a  meal,  have  accom- 
plished much  for  their  all  around  development. 

The  valuable  training  that  results  from  wui'king  on  group 
problems.  Among  these  are  a  table  for  the  school  library;  a  lectern 
for  the  hall;  furniture  for  the  dining  rooms;  wiring  boards  and 
stands;  a  2-cycle  three  horse  power  marine  engine;  an  Oliver  lathe 
iNo.  19  (listed  at  $75.00) ;  Christmas  garments  for  needy  children; 
a  luncheon  for  fifty  pupils  fi'om  an  elementary  school  in  a  poor 
neighborhood. 

The  opportunity  for  following  one's  bent  and  developing  ability 
in  special  lines.  Many  pupils  are  eager  students  of  wireless  teleg- 
raphy; a  dozen  or  so  have  self-made  outfits  in  good  working  order. 
Others  are  interested  in  aeroplanes;  two  pupils  have  won  prizes 
for  models  made  by  themselves.  Other  activities  of  this  sort  are 
the  building  of  hydroplanes  and  other  motor  boats;  experimenting 
in  concrete  construction;  catering  at  home  and  for  friends;  making 
hats  and  dresses  for  mothers  and  sisters. 

For  improvements  in  the  work  we  suggest  the  following: 

A  systematic  arrangement  for  conferences  of  the  teachers  of 
the  special  lines  of  vocational  work  seems  to  us  desirable.  While 
the  individuality  of  the  teacher  should  always  be  dominant,  much 
is  gained  by  conference  and  discussion  and  the  valuable  results  of 
experimentation  should  be  public  property.  One  teacher  reported 
no  visitation  in  five  years;  with  numerous  others  about  the  same 
is  true. 

A  greater  amount  of  co-operation  between  departments  is  de- 
sirable. The  intimate  relation  of  art  to  the  making  of  hats  and 
costumes,  and  to  house  and  table  decoration  is  apparent,  yet  we 
were  surprised  to  find  co-operation  between  these  departments  on 
the  wane.  Pupils  lind  it  tedious  to  work  out  their  designs  in  ad- 
vance; they  want  immediate  results. 

A  largo  amount  of  note  book  work  is  necessary  in  some  classes 
especially  in  household  arts.  At  one  school  the  drudgery  of  copy- 
ing from  dictation  is  avoided  by  having  stencils  made  by  the  com- 
mercial department  from  which  copies  for  filing  in  loose-leaf  books 
are  supplied  to  pupils  at  small  cost.  The  plan  seems  admirable 
and  might  be  generally  adopted  with  advantage. 

In  all  departments  of  vocational  work,  usefulness  at  liome  and 
elsewhere  should  be  urged  and  encouraged.  Especially  in  house- 
hold arts.  th<'  mastery  of  methods  and  the  acquisition  of  sonif 
skill  in  their  !»p[)li('a(i(tn  slioiild  lead  lo  aclivc  service  for  th" 
benefit  of  the  family.  Making  and  repairing  wearing  apparel : 
cooking,  serving,   and   pr-eserving:    repairs   and    ailditions   (o   fnrn- 


210  PUBLIC     SCHOOLS. 

iture;  home  wiring  and  installation  are  among  the  possibilities. 
We  believe  that  there  should  be  a  system  for  the  recording  by  the 
teachers  of  all  these  outside  activities  and  that  due  allowance 
should  be  made  for  them  in  estimating  the  work  of  the  pupil. 

Edward  C.  Rosseter,  Chairman. 
Esther  J.  W.  Barker, 

Principal,  Moos  School. 
Frank  H.  Chase, 

Principal,  Motley  School. 
Nellie  Fallon, 

Teacher,  Flower  Tech.  High  School. 
Horace  N.  Herrick, 

Principal,  Drummond  School. 
Abby  E.  Lane, 

Principal,  Carter  Practice  School. 
Catherine  F.  Lynch, 

Head  Asst.,  McAllister  School. 
Margaret  Madden, 

Principal,  Haven  School. 
Eleanor  Mahaney, 

Head  Asst.,  Burroughs  School. 
Herbert  L.  Merrill, 

Principal,  Cameron  School. 
Walter  F.  Slocum, 

Principal  Schurz  High  School. 


REPORT  OF  THE  SUPERINTENDENT.  211 


VOCATIONAL  GUIDANCE. 

"Teachers  should  be  the  sum  of  all  trades  and  professions 
in  their  essences,  for  they  must  give  out  of  themselves  such 
things  as  will  prepare  children  for  any  vocation." 

Vocational  guidance  is  the  organized  directing  of  the  child 
during  his  school  life  toward  a  definite  career,  and  on  leaving  its 
shelter,  specific  counseling  and  supervision  until  maturity.  It 
is  more  than  spanning  the  gap  from  school  life  to  the  liberties 
of  the  wage  earner.  In  its  scope  vocational  guidance  must  study 
carefully  the  child's  abilities  and  desires;  it  must  understand 
the  requirements,  chances  and  remuneration  of  many  occupa- 
tions. Knowing  these,  it  must  awaken  the  child  to  his  own 
powers  and  show  the  way  toward  using  those  powers  for  his 
future  livelihood,  that  thru  careful  instruction  and  keen  interest 
he  may  choose  that  future  life  work  wisely  and  well.  Time 
was  when  the  social  and  economic  life  of  the  teacher  was  that 
of  the  pupil.  The  pupil  had  intimate  acquaintanceship  with  the 
duties  which  would  devolve  upon  him  later.  This  policy  based 
upon  a  simpler  social  organization  will  not  suffice  today,  for  the 
moment  we  attempt  to  connect  our  schools  with  the  present 
industrial  life  its  complexity  bewilders.  In  order  to  be  beneficial 
the  schools  must  know  something  of  the  infiuences  of  industry 
upon  the  people,  of  the  educational  and  industrial  activities  being 
pushed  by  private  initiative  and  by  labor  organizations,  and  of 
a  score  of  activities  hitherto  considered  outside  the  province 
of  the  teacher  and  school  administration. 

During  this  survey  we  were  surprised  to  find  huw  little 
definite  information  was  available  to  the  instructor.  The  opinion 
is  unanimous  that  some  sort  of  a  "follow  up"  system  is  necessary. 
With  vocational  guidance  not  only  may  the  child  be  thoughtfully 
and  persistently  followed  up,  but  a  record  of  his  failures,  en- 
deavors and  successes  may  be  judiciously  kept  for  the  sake  of  the 
extremely  valuable  information  which  will  guide  those  who  later 
come  to  choose  a  life  career.  It  affords  an  opportunity  to  profit 
by  the  experiences  of  others.  A  specifically  designated  central 
bureau  should  take  charge  of  this  work.  That  vocational 
guidance  may  be  successful,  the  school  must  make  a  closer  study 
of  the  child  than  it  has  thus  far  done  and  it  must  have  closer 
co-operation  with  outside  agencies  to  be  competent  to  give  advice 
and  information.  A  school  system  that  turns  out  thousands  of 
pupils  each  year  without  a  careful  understanding  of  the  require- 


212  PUBLIC     SCHOOLS. 

ments  of  the  age  and  of  the  problems  to  be  met  is  like  a  factory 
that  turns  out  thousands  of  beautiful  vases  each  year  with  no 
regard  for  the  market.  A  shrewd  business  man  would  certainly 
study  the  market  before  he  built  and  equipped  his  factory.  Owing 
to  the  present  complex  conditions  of  industrial  life  and  without 
vocational  guidance  the  youth  blunders  into  jobs  with  the  odds 
against  his  finding  suitable  employment.  The  work  of  the  school, 
then,  is  not  complete  when  it  simply  offers  various  kinds  of 
training;  it  must  help  the  pupil  to  discover  which  kind  will  meet 
his  needs.  Education  of  today  must  not  only  give  some  con- 
ception of  the  variety  and  significance  of  the  world's  work, 
but  it  must  assist  in  the  discovery  of  aptitudes  for  such  work. 
Every  worker  should  have  a  chance  both  for  the  good  of  society 
and  his  own  independent  future  to  discover  and  develop  to  the 
full  all  his  possibilities,  for  the  adjustment  of  the  individual 
to  life  is  broader  than  the  adjustment  to  vocation.  Choosing 
wisely,  the  youth  then  has  the  satisfaction  that  comes  from  the 
sense  of  achievement,  and  experiences  the  uplift  that  blesses 
those  who  enjoy  theij;  work. 

Vocational  guidance  should  not  be  confined  to  the  upper 
grades  of  the  school,  since  many  do  not  reach  those  grades.  A 
system  of  guidance  should  come  when  the  child  first  shows 
individual  characteristics  which  point  out  evtMi  obscurely  the 
bent  of  his  talents.  Statistics  prove  that  43  per  cent  never  reach 
the  eighth  grade  and  49  per  cent — one-half  of  the  entire 
enrollment — do  not  complete  the  seventh.  In  answer  to  question- 
aires  sent  out  by  this  committee  as  to  whether  the  number  who 
left  school  did  so  because  of  financial  reasons,  custom  or  loss 
of  interest  in  study,  etc.,  it  appears  that  a  great  many  pupils 
dropped  out  thru  loss  of  interest.  Parents  on  the  whole,  wouhl 
be  willing  to  make  further  sacrifices  if  they  could  be  shown  how 
much  better  equipped  their  children  would  be  with  more  training. 

Total  Number  of  Age  and  School  Certilieates  Issued  From  May  5. 

1918.  Through  Apiil  24,  1914. 

This  is  a  report  of  262  schools. 

Boys  Girls  Total                            Boys  Girls  Total 

First    Grade..      14  12  26  Seventh    Grade  2470  1527  3997 

Second    Grade   137  29  266  Eighth  Grade.  .3877  2732  6572 

Third  Grade..    189  130  319  Ninth  Grade.  .  .   657  278  935 

Fourth  Grade.    510  354  864  Tenth  Grade.  .  .   259  153  412 

Fifth   Grade..  1359  742  2101    Eleventh  Grade     56  35  91 

Sixth   Grade.  2030  1232  3262     Twelfth    Grade    15  13  28 


Grand  Total  18873 


REPORT  OF  THE  SUPERINTENDENT.  213 

Vocational  guidance  does  not  proclaim  itself  as  a  panacea 
for  all  the  problems  of  this  complex  age;  neither  does  it  mean  the 
fixing  of  the  occupation  that  a  boy  or  girl  should  follow.  Herman 
Schneider,  Dean  of  the  University  of  Cincinnati,  says: 

"The  degree  of  strength  of  human  characteristics  can  never 
be  measured  as  can  the  strength  of  machines.  The  mind  of  even 
the  lowliest  man  is  too  subtle  a  thing  to  be  catalogued.  Hence, 
the  limitations  of  vocational  guidance.  I  am  of  the  opinion  that 
for  the  present,  vocational  guidance  can  only  point  out  in  which 
types  of  occupations  an  individual  will  in  all  probability  not  be 
successful." 

In  its  largest  sense,  then,  vocational  guidance  should  neither 
favor  nor  disfavor  any  class  of  pursuits,  but  carefully  leave  the 
child  and  his  natural  protectors  to  consider  his  needs,  guiding 
toward  permanent  life  calling.  In  order  that  the  decision  must 
come  from  within,  the  function  of  vocational  guidance  must  be 
only  to  exhibit  the  work  in  which  the  boys  and  girls  will  take 
part.  It  must  know  the  child,  lead  him  to  know  himself,  and  let 
this  information  speak  for  itself.  The  responsibility  will  then 
rest  upon  those  who  make  the  decision. 

In  the  various  high  schools  and  in  a  limited  number  of 
elementary  schools,  we  are  giving  both  guidance  to  the  child 
while  at  school  and  information  of  the  many  kinds  of  employ- 
ment which  he  may  enter  with  profit  on  leaving.  Its  operations 
should  be  greatly  extended  so  that  every  child,  from  his  early 
years,  should  appreciate  the  day's  work. 

"I  would  have  the  school  define  the  aim  of  the  child's  life 
in  lessons  of  his  own  natural  endowment  and  possible  attain- 
ment. The  child  has  a  right  to  this  kind  of  guidaiice,  the  schools 
must  give  it,  and  what  the  school  gives  must  be  determined  by 
sympathetic  instruction  along  the  lines  leading  to  the  goal." 

Dean  Russell,  Columbia  Teachers'  College. 

Even  the  strongest  advocates  of  vocational  guidance  do  not 
dream  that  all  pupils  will  become  skilled  workers.  For  many 
it  will  mean  only  the  directing  into  the  least  harmful  employ- 
ment, but  if  ever  the  problem  of  the  unemployed  and  unemploy- 
able is  solved,  child  labor  must  be  dealt  with.  Whatever  the 
solution,  whether  through  compulsory  continuation  schools, 
amendment  to  the  child  labor  law,  or  improving  work  conditions. 
we  must  hold  fast  to  the  fact  that  we  should  conserve  the  child, 
admittedly  the  country's  richest  asset- 
Vocational  training,  a  broader  term  than  industrial  training. 


214  PUBLIC     SCHOOLS. 

is  the  setting  forth  of  the  skill  and  knowledge  required  in  follow- 
ing all  of  the  occupations,  trades  or  professions,  and  furnishing 
opportunity  for  acquiring  this  knowledge  and  skill.  It  includes 
professional  commercial,  agricultural,  industrial  training  and 
training  in  household  arts.  Education  today  cannot  afford  to 
pick  any  one  of  these  and  place  upon  it  undue  emphasis,  for,  while 
everyone  needs  to  be  trained  to  work,  to  like  it,  and  to  do  it 
well,  it  is  the  God-given  right  of  every  individual  to  make 
a  choice  for  himself.  The  school  system  has  felt  the  need  and 
has  responded  with  a  marked  degree  of  success  to  the  wants 
of  those  who  have  the  time  to  avail  themselves  of  all  the 
opportunities  offered.  These  advantages  have  developed  their 
capabilities  and  resourcefulness  in  meeting  efTiciently  the  duties 
of  their  vocations  as  well  as  the  duties  as  citizens  and  individuals. 
69  per  cent  of  our  elementary  graduates  enter  High  School.  For 
those  who  leave  school  at  the  earliest  opportunity,  we  must 
provide  in  addition  to  reading,  writing,  and  arithmetic,  a  further 
training  toward  increased  earning  capacity,  correlating  them  so 
that  there  will  be  a  fuller  understanding  of  the  relation  of  the 
individual  to  society  and  industry.  We  should  be  as  interested 
in  the  requirements  of  entrance  into  industry  as  into  college. 
Education,  then,  must  not  only  be  universal  in  that  it  opens  its 
doors  to  all,  but  must  be  universal  in  giving  suitable  training 
to  all. 

The  general  unrest  and  well-meaning  agitation  concerning 
the  schools  is  only  one  phase  of  the  widespread  dissatisfaction 
with  social  life  which  follows  too  narrowly  traditional  lines.  The 
introduction  of  industrial  training  is  the  first  attempt  to  meet 
these  conditions,  but  to  some  extent,  we  have  failed  to  recognize 
its  deeper  underlying  signficance.  We  are  now  realizing  that 
our  industrial  training  is  not  a  "side  attraction,"  but  represents 
a  basic  principle  with  a  distinctly  vocational  aspect.  It  will 
attain  to  its  highest  usefulness,  only,  when  it  gives  to  the  boy 
or  girl  a  right  understanding  of  his  individual  relation  to  the 
whole  industrial  world;  for.  indeed,  the  school  curriculum  is  but 
machinery  organized  to  convey  to  the  child  an  understanding 
of  life  and  his  relation  to  it.  To  this  end  geography,  civics, 
economics  and  the  rest  teach  the  history  of  industry,  the  social 
significance  of  commerce  and  the  newer  vocations  connected 
with  public  utilities  and  social  service.  The  early  training  must 
be  broad,  but  not  superficial:  the  later  training  intensive,  but 
not  narrowing. 


REPORT  OF  THE  SUPERINTENDENT.  215 

Possible  Direction  of  Expansion. 

1.  Extending   industrial  centers  to  every  school. 

2.  Salesmanship. 

(Fifty   per   cent   oi   the   girls   employed   enter   the    field 
of   salesmanship.) 

3.  Elementary  art  trades. 

4.  Photography. 

5.  Telegraphy. 

6.  Agriculture. 

7.  Pharmacy. 

8.  Interior  decoration. 

9.  Landscape  gardening. 

10.  Drafting. 

11.  Library  work. 

The  success  of  the  day  industrial  school  of  the  present  time, 
as  well  as  the  vocational  school  of  greater  scope  toward  which 
we  are  striving,  depends  on  the  selection  of  courses  suited  to 
community  needs,  and  close  co-operation  with  the  trades  for  which 
the  training  is  given. 

Some  corporations  in  Chicago  find  it  profitable  to  both  them- 
selves and  their  employees  to  conduct  classes  in  business  arithmetic 
and  English,  special  attention  being  given  to  business  letter  writ- 
ing, composition  and  dictation,  as  well  as  to  courtesy,  honesty  and 
cleanliness.  Special  instruction  is  given  pertaining  to  the 
technical  features  of  these  difi'erent  commercial  or  industrial 
occupations  to  fit  the  ambitious  for  advancement.  The  co-opera- 
tion between  the  business  world  and  the  educational  world  is 
most  encouraging. 

The  situation  presents  to  the  scliool  authorities  an  op- 
portunity to  assume  the  leadership  in  a  new  movement  of  vast 
educational  significance.  The  school  is  the  one  force  of  sufiicient 
opportunity  and  strength  to  stand  firmly  on  the  ground  that  the 
individuality  of  the  child  must  be  respected  and  fostered.  We 
must  organize  further  machinery  within  our  public  school  system 
to  make  sure  we  are  fitting  tiie  child  for  the  world's  work.  There 
must  be  an  agency  that  stands  between  education  and  industry 
giving  up-to-date  and  reliable  information  to  both.  The  point 
of  contact  between  the  schools  and  the  employing  public  seems 
to  be  a  central  vocation  bureau  with  information  and  placement 
as  its  double  aim. 

From  May  5.  1913  to  April  24,  1914  in  niiicago  reports  from 
262  schools.  18.873  children  left  school  to  go  to  work.  Many 
who  leave  school  at  foui-fecii  llnallv  find  thpir  way  into  the  .Toiin 


216  PaBLIC     SCHOOLS. 

Worthy  School  and  other  correctional  institutions.  Many  others, 
when  they  have  outgrown  their  positions,  must  give  place  to 
younger  hoys  and  at  eighteen  or  twenty  join  the  host  of  the 
unemployed,  discouraged  and  unfit.  This  condition  represents 
not  only  social  crime  but  economic  loss. 

The  movement  toward  meeting  this  condition  has  been  wide- 
spread. For  several  years  Edinborough  has  maintained  an  educa- 
tional information  and  employment  bureau  which  is  able  to  eflfec- 
tively  carry  on  its  work  on  account  of  the  co-operation  of  the 
Board  of  Education  and  Labor  Exchange.  T^ondon,  Munich,  Glas- 
gow and  other  foreign  cities  have  done  much  intelligent  work  in 
this  direction.  In  our  own  country  Boston  was  the  first  to  organize 
a  bureau.  Social  agencies  and  school  board  co-operate  in  doing 
effective  service.  New  York,  Buffalo,  Cincinnati,  Philadelphia,  Min- 
neapolis, T.os  Angeles,  Grand  Rapids  and  Milwaukee  have  each 
formulated  definite  plans  to  suit  local  needs.  A  1912  report  on 
vocational  training  in  Chicago  made  by  a  committee  of  the  City 
Club  calls  altontion  to  the  need  of  vocational  guidance.  A  number 
of  the  so(;ial  organizations  of  Chicago  have  interested  themselves 
in  this  form  of  service.  Several  of  the  department  stores  and 
firms  which  employ  numbers  have  recognized  the  significance 
of  the  principles  underlying  this  movement  and  have  systematized 
this  work. 

In  our  own  public  school  system  mucli  excellent  work  has 
been  done.  The  technical  high  schools  in  particular  have  been 
active  in  organizing  their  own  bureaus.  A  well -developed  per- 
sonal record  card  system  is  used  in  several  of  the  elementary 
schools  as  well  as  in  the  technical  schools.  "Case"  work  is  the 
method  employed.  The  commercial  department  of  the  high 
schools  is  able  to  find  satisfactory  positions  for  many  of  its 
graduates  by  organized  effort.  In  schools  where  the  principal  has 
a  social  interest,  much  actual  guidance  is  given.  In  a  number 
of  schools  the  principals  have  recognized  that  education  is  not 
the  end  but  the  means  to  the  end.  In  these  schools  the  work 
is  planned  with  vocational  motive  and  special  help  given  to 
individual  pupils  in  securing  employment  after  school  hours. 
Vocational  counsel  in  alumni  and  parent-teachers  associations 
and  social  centers  has  been  tried  successfully  and  the  further 
extension  of  this  line  of  work  is  recommended.  The  Association 
of  Commerce  has  a  field  representative  giving  his  entire  time  to 
the  vocational  guidance  of  the  school  children.  A  considerable 
amount  of  attention  i>^  given  to  the  problem  of  the  transition 
period    between    the    elementary    and    the    high    schools.      It    has 


REPORT  OF  THE  SUPERINTENDENT.  217 

become  the  custom  for  the  high  school  to  entertain  as  its  guests 
the  eighth  grade  pupils  from  the  neighboring  elementary  schools. 
Principals  and  the  student  body  of  these  high  schools  also  visit 
the  grammar  schools  and  talk  informally  upon  the  opportunities 
the  high  school  offers.  A  small  pamphlet  entitled  "Why  Boys 
and  Girls  Should  Go  to  High  School"  has  been  distributed  and 
has  been  helpful.  There  still  remains  much  to  be  done  in  this 
line.  Eighth  grade  teachers  complain  that  there  is  a  lack  of 
definite  information  available  as  to  high  school  courses.  The 
literature  often  reaches  them  late  in  the  year  and  the  quantity 
is  limited. 

The  most  far-reaching  of  any  of  the  Chicago  bureaus  is  the 
department  of  vocational  supervision  organized  and  supported 
by  various  societies  and  clubs  in  connection  with  the  Board  of 
Education.  For  full  description  see  Report  of  the  Superintendent 
of  Schools,  1913,  Page  204.  A  few  statistics  from  this  year's 
work  of  the  bureau  will  give  some  idea  of  its  extent.  From 
October,  1913,  to  March  30,  1914,  1,442  applicants  were  received 
at  the  Vocational  Guidance  Bureau.  558  of  this  number  were 
from  the  public  schools;  211  applied  for  the  first  time;  189  were 
retained  in  or  returned  to  school;  and  412  were  placed. 

This  card  is  given  to  the  child  when  he  is  sent  by  the  Bureau 
to  an  employer: 

BUREAU    OF    VOCATIONAL    SUPERVISION 

BOARD    OF    EDUCATION 

Telephone  Central  3981 

To    

Addre.ss    

TNTRODl^CING 

Name    

Address    

who  wishes   employment  In  your  establishment.      Any   assistance  ^  ou  maj 
fflve   him   will   be   grreatly   appreciated   by  this  Bureau. 

Tours   very  truly. 

Date 

(Over) 


(Opposite    side    of    card) 

"To    the    Employer: 

If  you  deride  to  employ  ttie  t><arer  \\  e  ask  as  a  favor,  that  you  wIU 
not  discharere  him  without  notifying  this  Bureau  in  advance,  thus  jdvlng 
us  a  chanot  to  remedy  the  difficulty  or  to  find  another  position  for  him. 

We  ask  those  whom  we  place  not  to  leave  a  position  without  notify- 
ing:   the    Bureau 


218  PUBLIC     SCHOOLS. 

Our    object    is    to    place    permanently    and   well    those   boys    and    girls 
who   are   leaving   school,  and  we  ask  your   hearty  co-operation. 

Very  truly   yours, 


Of  the  300  schools,  however,  only  thirty-seven  have  been 
reached  by  the  counselors  of  this  bureau.  The  number  of  workers 
is  too  limited. 

Although  much  of  the  work  done  is  effective,  we  are  failing 
to  get  the  best  results  on  account  of  lack  of  unity  among  the 
bureaus  and  the  overlapping  of  work.  Being  so  entirely  individual 
it  is  difficult  to  say  how  extensive  and  effective  it  is.  All  who 
are  interested  can  find  employment,  but  unless  all  agencies,  phil- 
anthropic, social  and  parental  be  brought  into  co-operation,  much 
effort  is  wasted  in  collecting  information  and  some  may  even  work 
at  cross  purposes.  Unless  the  work  of  vocational  guidance  is  or- 
ganized under  the  care  of  the  public  school  system  and  an  au- 
thorized head  appointed,  these  various  agencies  will  fail  in  helpful, 
mutual  appreciation  and  support.  Energies  can  best  be  conserved 
and  efficiency  promoted  by  a  single  director  supported  by  the 
authority  and  prestige  of  the  Board  of  Education.  Most  cordial 
and  intimate  relations  should  exist  between  this  Bureau  and  the 
compulsory  education  department,  the  factory  inspector's  office, 
the  health  department,  and  the  juvenile  court.  "Vocational  educa- 
tion and  investigations  of  industrial  opportunities  are  throwing 
out  splendid  girders  toward  each  other,  but  the  meeting  of  the 
two  at  the  central  arch  will  never  be  consummated  until  placement 
is  part  of  the  masonry." 

The  survey  committee  recommends  an  organization  of  a 
vocational  guidance  bureau  as  an  integral  part  of  the  public 
school  system  supplemented  by  a  placement  bureau. 

To  make  efTective  the  work  of  the  allied  bureaus,  your  com- 
mittee recommend  certain  changes  in  the  present  child  labor  law. 

Section  I  reads,  "No  child  under  the  age  of  fourteen  shall 
be  employed,  etc."  We  recommend  that  this  bf  changed  to 
read:  "No  child  under  the  age  of  sixteen,  etc."  This  section 
provides  only  for  children  employed.  Through  a  mere  technicality 
many  children  that  work  are  unprotected.  First:  children  who 
engage  in  so-called  "street  trades,"  namely,  selling  gum  or 
papers.  We  recommend  in  addition,  "No  boy  under  twelve  and 
no  girl  under  eighteen  be  allowed  to  sell  at  any  time  on  the 
streets;  in  cities  of  50,000  or  over,  no  boy  under  sixteen  be 
allowed  to  sell  after ^P: 00  P.  M."  Second:  children  employed  in 
the  home.  The  home  is  exempt  from  the  visit  of  the  factory 
inspector. 


REPORT  OF  THE  SUPERINTENDENT.  219 

Section  II  provides  for  a  register  showing  name,  age,  and 
place  of  residence  of  each  child  employed  between  the  ages  of 
fourteen  and  sixteen.  Wo  recommend  the  same  requirement  for 
all   minors. 

Section  IV  provides  for  filing  certificates.  We  recommend: 
"All  minors  produce  and  place  on  file  such  school  and  age 
certificates." 

Section  V.  Regarding  issuing  age  and  school  certificates. 
At  present  the  public  school  has  a  central  issuing  bureau  located 
at  the  Jones  School.  All  independent  schools  issue  their  own 
certificates  from  their  own  bureaus. 

We  recommend  (a)  "One  central  bureau  shall  issue  all  cer- 
tificates." This  would  make  it  easier  to  enforce  a  uniform 
observance  of  rules  and  make  opportunties  for  evasion  more 
difficult,     (b)  "Each  child  shall  pass  a  physical  examination." 

Mr.  Raymond  Booth,  field  representative  in  vocational 
guidance  of  the  Chicago  Association  of  Commerce  in  a  statement 
to  the  Daily  News,  says: 

"With  all  the  stress  that  is  being  laid  upon  sanitary  working 
conditions  these  days,  practically  no  attention  is  being  paid  to 
the  physical  fitness  of  the  prospective  child  employee.  At  the 
time  of  the  granting  of  a  work  certificates  certain  age  and 
educational  qualifications  must  be  met,'  but  little  or  no  heed 
is  given  to  the  health  of  the  child.  Many  boys  and  girls  leave 
school  for  work  who  are  in  no  condition  to  undertake  employ- 
ment of  any  kind." 

Mr.  Oscar  F.  Nelson,  Chief  Factory  Inspector  of  Illinois  feels 
that  the  need  of  medical  inspection  is  one  of  the  most  serious 
phases  of  the  entire  problem  of  child  labor. 

Section  VI  requires  proof  of  age.  We  recommend:  "Birth 
certificates  shall  be  presented  at  the  time  of  the  first  enrollment 
of  the  child  in  school."    Birth  registration  should  be  compulsory. 

Section  VIII  relates  to  educational  requirements.  We 
recommend : 

(a)  "If  age  limit  remains  at  fourteen  a  minimum  of  fourth 
grade  work  be  required  of  normal  children." 

(b)  "If  raised  to  sixteen,  a  minimum  of  sixth  grade  work 
should  be  required  of  normal  children." 

(c)  "To  meet  the  cases  of  foreigners  under  sixteen,  'English' 
shall  be  inserted  after  'read'  and  'simple,'  changing  it  to,  'who 
cannot  read  English  at  sight  and  write  legibly  simple  English  sen- 
tences.' " 

Among  the  higher  grad*-  of  employers,  most  of  them  demand 


220  "  PUBLIC     SCHOOLS. 

at   least  seventh   grade  work,   and   the   tendency   is  to  raise  the 
requirement  to  the  completion  of  eighth  grade. 
We  recommend  further: 

(a)  "Before  the  certificate  is  issued  the  child  shall  present 
written  evidence  from  the  employer  that  employment  has  been 
secured."  (b)  "Before  a  certificate  is  issued  each  child  must 
have  interviewed  the  Vocation  Bureau."  (c)  "In  cases  of  financial 
need,  temporary  certificates  may  be  issued  to  children  between 
the  ages  of  fourteen  and  sixteen  not  to  exceed  six  months.  In 
such  cases  the  child  must  attend  evening  school  or  continuation 
classes  while  working."  Provision  should  be  made  for  scholar- 
ships for  worthy  cases.  There  are  in  Chicago  at  present  private 
funds  available  for  this  purpose,  (d)  "Vacation  permits  may  be 
issued  to  all  over  fourteen  to  include  holidays  and  time  after 
school."  In  cases  of  216  children  who  secured  working  certifi- 
cates with  the  expressed  intention  of  working  only  during  the 
summer,  132  returned  to  school  in  September,  the  other  84  were 
lost.  Hence  the  need  of  some  system  of  temporary  certificates. 
The  necessity  or  renewal  of  such  certificates  will  at  least  act  as 
a  check.  (e)  "Permits  shall  not  be  required  for  agriculture, 
horticulture  and  domestic  labor  out  of  school  hours."  (f  "Cer- 
tificates must  be  returned  by  employer  to  Vocation  Bureau  imme- 
diately upon  the  leaving  of  the  children  with  reasons  for  such 
leaving.  A  second  certificate  shall  not  be  issued  until  the  first 
is  returned."  Employers  must  be  made  responsible  for  obedience 
to  law — in  cases  of  corporations,  managers  should  be  made  respon- 
sible. The  Parental  School  should  have  jurisdiction  over  pupils 
up  to  the  age  of  sixteen. 

Elizabeth  W.  Murphy,  Chairman. 

Mary  McMahon. 

Prin.  Irving  Park  School. 
W.  J.  Harrow ER. 

Prin.  Felsenthal  School. 
George  A.  Brennan, 

Prin.  Van  Vlissingen  School. 
Anna   A.   Gagan, 

Head  Asst.  Hamilton  School. 
LORi  Brown, 

Teacher  Cornell  School. 


REPORT  OF  THE  SUPERINTENDENT.  221 


PLAN   FOR   OHGANIZATIOiN   OF   A   BLREAU    OF   VOCATIONAL 

GUIDANCE. 

It  is  generally  agreed  by  advocates  of  industrial  education 
that  some  effective  form  of  vocational  guidance  is  necessary  if 
boys  and  girls  are  going  to  tind  that  form  of  employment  for 
which  they  are  best  fitted,  and  in  which  they  may  achieve  success 
and  profit,  and  if,  on  the  other  hand,  industries  are  going  to  be 
recruited  with  efficient  and  contented  employees. 

There  is  coming  a  more  and  more  insistent  demand  from  the 
industrial  world  that  the  schools  should  educate  boys  and  girls 
so  that  they  will  enter  the  industries  with  a  higher  degree  of 
specific  preparation  and  hence  with  an  increased  efficiency.  With 
this  demand  comes  also  that  for  a  more  careful  survey  of  the 
capabilities  and  environment  of  the  children  so  that  a  more 
intelligent  choice  of  a  vocation  shall  be  made.  Undoubtedly  much 
time  and  energy  has  been  '^^^^ted  by  the  lack  of  a  scientific  and 
adequate  system  of  vocatiOxvnV  guidance.  If  such  a  system  could 
be  organized  and  adopted  by  every  school,  a  large  proportion 
of  the  misfits  and  failures  in  the  industrial  life  would  be 
eliminated,  and  much  of  the  individual  and  organized  discontent 
which  is  now  an  alarming  feature  of  our  modern  life  would  dis- 
appear. There  would  be  a  higher  standard  of  civic  and  ethical 
responsibility  and  there  would  be  at  least  no  falling  off  in  the 
cultural  standards  that  now  prevail. 

The  schools  have  always  recognized  the  necessity  of  giving 
one  kind  of  vocational  guidance,  in  that  the  Grammar  school  has 
planned  its  courses  to  meet  the  requirements  of  the  High  school, 
and  the  High  School  to  meet  those  of  the  College,  which  in  turn 
has  been  recognized  as  the  training  school  for  the  so-called  learned 
professions.  But  now  that  the  equal  dignity  and  importance  of 
the  industries  are  coming  to  be  generally  recognized  in  the  cur- 
ricula of  all  these  institutions,  the  difficulty  of  individual  selec- 
tion of  a  life  work  has  become  greater  and  more  imminent.  Since 
now,  preparatory  courses  are  limited  for  a  large  majority  of  the 
children  to  the  Elementary  school,  a  tentative  selection  must  be 
made  some  time  before  the  course  is  finished,  in  order  that  the 
child  may  not  make  a  .jump  in  the  dark  when  he  starts  to  work 
and  probably  enter  a  kind  of  work  for  which  he  has  no  fitness. 

Many    people   believe    that    the    Compulsory    Attendance    law 


222  PUBLIC     SCH(X>LS. 

should  be  amended  so  that  the  children  should  not  leave  school 
to  go  to  work  until  they  are  sixteen  years  of  age,  and  the  desira- 
bility of  such  a  provision  is  obvious  to  those  who  have  carefully 
studied  the  situation.  Yet  a  recent  court  decision  has  shown 
that  it  is  possible  even  now  to  retain  all  children  in  school  until 
they  are  sixteen,  unless  they  are  required  to  go  to  work  by  a 
necessity  which  must  be  legally  established. 

It  is  interesting  to  observe  that  where  a  system  of  vocational 
guidance  has  been  introduced  in  the  seventh  grade,  the  tendency 
to  leave  school  as  soon  as  possible  has  decreased,  and  many  chil- 
dren have  been  induced  thru  their  stimulated  interest  to  remain 
in  school,  when  under  the  old  conditions  they  would  have 
left  as  soon  as  they  had  attained  the  legal  age.  Wherever  such 
a  system  has  been  instituted,  its  results  in  increased  interest  and 
effiicency  have  become  almost  immediately  manifest  so  that 
everywhere  it  is  being  adopted  by  Boards  of  Education,  and 
developed  rapidly  to  meet  the  constantly  increasing  demands. 

Vocational  Guidance  may  be  defined  as  the  effort  to  give  to 
each  boy  and  girl  the  power  to  select  wisely,  and  the  opportunity 
to  enter  upon  the  work  for  which  ea^  i  is  best  fitted  by  ability  and 
inclination.  It  is  the  part  of  th'  r^,])cational  training  to  fit  him 
as  far  as  possible  to  enter  upon  >irich  work.  In  all  vocational 
guidance  work  there  may  be  recognized  three  distinct  functions: 

(1)  The  work  which  is  concerned  with  the  study  and  training 
of  the  child  in  the  school.  This  should  include  a  study  of  his 
home  conditions  and  of  his  physical  and  mental  health.  His  train- 
ing should  be  directed  along  such  lines  that  he  shall  gain  a  fair 
knowledge  of  the  great  industries  of  the  community,  their  nature, 
and  the  opportunities  they  offer  to  those  who  wish  to  enter  them, 

(2)  A  careful  study  of  the  industries  of  the  community  in 
order  that  there  may  be  available  for  vocational  advisers  and  for 
parents  and  others  interested  a  body  of  vital  facts  relating  to 
wages,  opportunities  for  advancement  and  the  necessary  prepara- 
tion to  enter  them,  social  and  hygienic  conditions,  etc. 

(3)  A  Placement  Bureau  through  which  boys  and  girls  may 
be  located  in  the  position  for  which  they  are  best  fitted.  Provision 
should  also  be  made  to  keep  track  of  the  boys  and  girls  after 
they  have  begun  to  work  and  to  extend  such  friendly  help  as  may 
be  necessary  and  possible. 

Every  system  of  vocational  guidance  must  be  so  organized  as 
to  make  provision  for  the  development  of  each  one  of  these 
functions  as  each  is  essential  to  the  performance  of  efficient 
vocational  guidance  work. 


REPORT  OF  THE  SUPERINTENDENT.  223 

The  flrst  provision  for  such  guidance  was  made  in  Boston 
in  1908,  and  in  that  city  it  has  been  developed  to  a  higher  degree 
of  efficiency  than  elsewhere  in  the  country.  At  the  present  time 
Vocational  Guidance  work  has  been  authorized  by  the  Boards  of 
Education  and  organized  with  more  or  less  elaboration  in  the 
following  cities:  New  York,  Philadelphia,  Boston,  Pittsburg, 
Buffalo,  San  Francisco,  Milwaukee,  Cincinnati,  Minneapolis, 
Rochester,  Grand  Rapids,  and  in  many  other  smaller  cities.  In 
Chicago,  up  to  the  present  time,  there  has  been  no  elYort  to  in- 
troduce a  general  system  of  Vocational  Guidance  into  the  schools, 
altho  many  principals  have  worked  along  lines  calculated  to 
meet  specific  conditions  in  the  schools  with  which  they  are  con- 
nected and  with  noteworthy  results.  For  a  number  of  years 
valuable  work  has  been  done  along  these  lines  by  organizations 
outside  the  schools,  but  necessarily  their  field  of  work  is  limited. 
Yet  the  remarkable  results  accruing  from  their  effort  and  the 
constantly  increasing  demands  made  upon  them  bear  witness  to 
the  necessity  of  a  systematic  and  inclusive  organization  which 
shall  be  operated  under  the  authority  of  the  Board  of  Education. 

After  a  careful  study  of  the  work  as  conducted  in  other 
cities  in  this  country  and  of  the  conditions  which  prevail  in  Chi- 
cago at  present,  your  committee  would  respectfully  recommend 
that  a  Vocational  Guidance  organization  be  perfected  which  shall 
consist  of  a  Vocational  Guidance  Bureau  to  be  located  at  the 
offices  of  the  Board  of  Education,  at  the  head  of  which  shall  be 
a  Director,  who  shall  be  in  general  charge  of  the  work,  and  at 
least  one  Vocational  Adviser  in  each  school  in  the  city. 

The  Vocational  Guidance  Bureau  should  consist  of  the 
Director  and  such  professional  and  clerical  assistants  as  the 
Director  and  Superintendent  shall  from  time  to  time  deem  to  be 
necessary. 

The  work  of  the  Director  should  include  the  following: 

(1)  To  advise,  instruct  and  confer  with  the  school  advisers. 

(2)  To  plan  and  direct  a  system  whereby  each  child  who 
leaves  school  to  go  to  work  may  be  followed  up,  and  such  assist- 
ance and  advice  given  him  as  he  may  need  from  time  to  time. 
Also  to  keep  on  file  in  his  office  such  data  gathered  from  the 
various  schools  as  shall  be  of  value  for  reference  and  consulta- 
tion. It  is  understood  that  the  work  undertaken  by  this  Bureau 
shall  not  in  any  way  confiict  with  or  take  tho  place  of  the  work 
of  the  Compulsory  Education  Bureau. 

(3)  To  organize  and  maintain  a  Placement  Bureau  whicli 
shall  be  conducted  under  his  direction,   and   to  co-operate  with 


224  PUBLIC     SCHOOLS. 

industrial,    social    and    philanthropic    organizations    outside    the 
schools,  in  their  efforts  to  place  children  in  suitable  vocations- 

(4)  To  give  advice  and  help  to  such  children  as  the  School 
Advisers  may  refer  to  him. 

(5)  As  rapidly  as  possible  to  make  surveys  of  the  more  im- 
portant industries,  especially  of  those  which  employ  young 
people  between  fourteen  and  sixteen  and  to  have  the  results 
printed  in  suitable  form  for  reference  and  distribution. 

(6)  To  perform  any  other  duties  appertaining  to  his  office 
which  may  from  time  to  time  seem  necessary. 

The  Committee  recommends  that  the  principal  of  each  school, 
or  some  teacher  appointed  by  him,  shall  act  as  Vocational  Adviser. 

The  work  of  the  Vocational  Advisers  should  include  the  fol- 
lowing : 

(1)  To  advise  pupils  who  intend  to  go  to  work.  To  furnish 
information  to  pupils  and  parents  as  to  opportunities  in  occupa- 
tions open  to  children. 

(2)  To  confer  with  the  parent  always  before  a  school  cer- 
tificate is  given. 

(3)  To  make  out  the  school  certificate  after  conference  with 
the  parent  and  pupil  and  mail  it  to  the  Central  Bureau. 

(4)  To  fill  out  in  duplicate  an  informational  card,  one  of 
which  shall  be  mailed  to  the  Central  Bureau  with  the  school 
certificate,  and  one  kept  on  file  at  the  school.  This  card  shall 
contain  such  data  as  are  necessary  in  advising  and  placing  the 
child  intelligently. 

(5)  Acting  in  cooperation  with  the  Compulsory  Education 
Bureau  to  keep  track  of  all  children  to  whom  work  certificates 
have  been  given,  to  ascertain  whether  they  are  actually  at  work, 
where  such  work  is  and  as  far  as  possible  the  conditions  under 
which  they  are  laboring.  This  information  should  be  entered  on 
the  pupil's  card  and  kept  at  the  school  for  reference. 

(6)  As  far  as  possible  to  keep  in  touch  with  the  employers 
of  children  in  the  neighborhood  and  to  advise  the  Central  Bureau 
of  needs  and  conditions  in  local  establishments. 

(7)  To  attend  meetings  called  by  the  Director  and  to  per- 
form such  other  work  as  may  be  necessitated  by  the  vocational 
demands  of  the  schools. 

The  Central  Bureau  should  always  act  in  harmony  with  the 
Bureau  of  Compulsory  Education,  both  in  reference  to  the  "follow 
up  work"  and  the  issuance  of  work  certificates.  In  all  cases 
where  necessity  arises  the  powers  of  both  d-epartments  should 
be  concentrated  to  accomplish  the  observance  of  the  law,  and 
consequently  the  highest  interests  of  the  child. 


REPORT  OF  THE  SUPERINTENDENT.  225 

In  conclusion  it  should  be  said  that  the  Committee  does  not 
expect  that  the  organization  outlines  shall  be  perfected  at  once 
in  all  details,  but  the  plan  is  presented  as  an  ideal  toward  whioh 
we  may  w^ork  as  rapidly  as  may  be. 

Charles  W.  French,  Chairman. 

Cora  Caverno, 

Prin.    Copernicus   School. 
Thomas  C.  Hill. 

Prin.  Curtis  High  School. 
M.  Therese  Norton, 

Prin.   Thomas  School. 
Hannah  Schiff, 

Prin.  Mulligan  School. 
FR.4NK  W.  Stahl. 

Prin.  Gary  School. 
Daniel   Tear. 

Prin.  Gladstone  School. 
Alma  M.  Wlilard, 

Prin.   Brownell   School. 


226  PUBLIC     SCHOOLS. 


SPECIAL  SCHOOLS. 

Under  the  title  "Special  Schools"  five  different  kinds  of  chil- 
dren are  given  special  training  in  the  public  schools  of  Chicago — 
namely,  the  subnormal  or  backward,  the  blind,  the  epileptic,  the 
deaf  and  the  anssmic.  To  carry  out  the  survey  of  these  divisions 
the  committee,  which  was  composed  of  twelve  members,  was  di- 
vided into  five  groups,  each  of  which  was  assigned  certain  schools 
including  at  least  two  of  every  class.  In  all  there  were  ninety-six 
special  divisions,  forty-six  for  the  subnormal,  sixteen  for  the 
ansemic,  three  for  the  blind,  twenty-nine  for  the  deaf,  and  two 
for  epileptics.  All  of  these  divisions  were  visited  by  one  or  more 
members  of  the  committee,  and  as  a  consequence  every  member 
secured  acquaintance  with  each  kind  of  special  schools. 

Special  Centers  for  the  Blind. 

Cenfers: Instruction  for  the  blind  is  given  in  three  school  cen- 
ters— the  Jahn  on  the  north  side,  the  Ericsson  on  the  west  and 
the  Felsenthal  on  the  south.  According  to  the  census  of  1912 
there  were  259  blind  children  in  Chicago.  Only  about  fifty  were 
enrolled  in  classes  for  the  blind.  The  committee,  however,  was 
not  able  to  ascertain  how  many  of  the  259  were  children  of  school 
age.  The  expense  of  carfare,  not  only  for  the  blind  children,  but 
for  the  companions  when  such  are  necessary,  is  defrayed  by  the 
Board  of  Education.  There  are  no  special  centers  for  the  high 
school  pupils,  the  blind  children  graduated  into  the  ninth  grade 
being  prepared  to  enter  the  high  schools  of  their  districts  on  a 
footing  almost  equal  to  that  of  the  seeing  pupils. 

Aims:  To  give  to  the  blind  child  the  opportunity  of  growing 
up  in  a  natural  environment  and  to  provide  him  such  training 
as  will  enable  him  to  mingle  later  on  in  the  business  and  social 
world  as  nearly  as  possible  like  a  normal  member  of  society. 

Plans:  The  room  for  the  blind  at  each  center  is  in  charge 
of  a  special  teacher,  but  the  time  of  the  pupils  is  divided  between 
the  work  in  the  special  room  and  that  of  the  regular  grade  class 
rooms,  the  work  in  the  special  room  being  of  necessity  largely 
individual  and  supplemental.  For  the  first  year  or  two  the  blind 
child  spends  his  time  almost  entirely  in  the  special  room,  but  after 
he  has  mastered  the  Braille  print  and  has  gained  enough  confidence 
and  self-control  to  go  about  the  building,  he  becomes  an  active 


REPORT  OF  THE  SUPERINTENDENT.  227 

membjr  of  the  school  community.  As  he  advan,  )8  through  the 
grades  he  passes  more  and  more  of  his  time  in  the  regular  class 
rooms  until  in  the  upper  grammar  grades  he  comes  to  the  special 
room  only  for  preparation  of  home  lessons  and  for  occasional 
special  assisatnce. 

Equipment:  Each  center  has  been  furnished  with  one  type- 
writer, a  Braille  writer,  number  slates.  Braille  slates  and  Braille 
text  books.  At  the  expense  of  the  Board  of  Education  the  Braille 
books  are  made  in  the  printing  office  of  the  Felsenthal  School 
where  brass  plates  of  the  texts  are  kept.  When  the  plates  are  not 
available,  the  teachers  themseleves  make  the  books  on  the  Braille 
writer. 

The  blind  pupils  in  the  high  schools  are  materially  handi- 
capped by  the  fact  that  not  all  their  texts  are  furnished  in  Braille. 

The  Course  of  Study:  Blind  pupils  follow  in  the  main  the 
regular  curriculum  of  the  grades.  The  initial  task,  of  course,  is 
the  mastery  of  the  Braille  print,  which  takes  a  child  of  average 
mentality  about  as  long  a  time  as  is  required  by  the  ordinary  pupil 
to  learn  to  read  our  regular  type.  After  the  blind  pupil  has  mas- 
tered the  Braille,  he  needs,  in  all  branches  but  arithmetic  and 
geography,  very  little  assistance  outside  of  the  regular  teaching 
given  the  seeing  children. 

Arithmetic  is  taught  by  means  of  a  number  slate  devised  by 
the  supervisor  and  made  in  the  foundry  of  the  Lane  Technical 
High  School.  By  means  of  this  slate  the  blind  pupil  can  follow 
any  explanation  and  show  the  solution  of  any  problem  in  pretty 
much  the  same  form  as  the  seeing  child  solves  it  at  the  black- 
board. 

The  arithmetic  text  book  contains  embossed  diagrams  and 
figures  as  aids  in  teaching  mensuration. 

In  geography  a  Braille  copy  of  the  regular  text  containing 
embossed  maps  is  used.  This  text  is  supplemented  by  dissected 
wooden  maps  of  all  countries  and  by  a  home-made  relief  globe. 
In  one  room  the  pupils  use  the  Atlas  relief  maps  furnished  the 
regular  grades. 

Each  pupil  carries  with  him  a  Braille  slate  and  stylus  which 
he  uses  in  taking  notes  and  preparing  work  for  inspection.  Later 
he  transcribes  this  product  into  typewritten  form.  The  work 
of  the  younger  pupils  must  be  typed  by  the  special  teacher,  but  by 
the  time  they  have  reached  the  fifth  grade  the  pupils  have  learned 
to  use  the  typewriter  themselves  and  transcribe  their  own  work, 
l)assing  in  required  written  work  and  test  papers  in  typewritten 
form. 

Special   attention    is  given    to   the    training  of   the    hand   by 


228  PUBLIC    SCHOOLS. 

means  of  the  various  handworks,  knitting,  crocheting,  sewing, 
bead  work  and  basketry.  The  older  children  take  the  regular 
courses  in  manual  training  and  cooking,  a  special  cooking  note  book 
being  prepared  for  the  girls  and  a  special  ruler  with  raised  lines 
marked  to  one-eightli  of  an  inch  being  provided  for  the  boys  in 
the  manual  training  shop. 

Watchful  care  is  given  the  physical  development  of  the  blind 
child.  Under  the  direction  of  the  department  of  physical  culture, 
a  special  teacher  visits  each  center  about  once  a  fortnight  and 
outlines  the  work  for  the  room  teacher.  The  school  gymnasium 
is  regularly  used. 

The  Pupils:  Blind  children  seem  more  nearly  normal  than 
other  defective  children,  the  majority  entirely  so,  except  for  the 
one  physical  difficulty  of  lack  of  sight.  In  the  school  rooms  they 
are  treated  by  the  teachers  exactly  as  are  the  seeing  pupils,  and  they 
participate  in  school  exercises  on  equal  terms  with  the  seeing 
children,  and  creditably,  too.  The  work  which  the  blind  do  along 
academic  lines  is  very  gratifying.  In  every  case  the  grade  teach- 
ers expressed  perfect  satisfaction  with  the  attitude  and  work  of 
the  students.  In  all  three  centers  they  read  accurately  and  with 
feeling.  They  expressed  themselves  in  geography  and  mathemat- 
ics carefully  and  logically;  spelling  words  dictated  by  the  teacher 
were  written  in  Braille  almost  as  rapidly  as  the  seeing  children 
wrote  in  longhand;  work  done  on  the  typewriter  was  neat  and 
accurate  and  recitations  were  heard  in  locational  geography  that 
would  have  been  a  credit  to  seeing  children.  The  interest  of  the 
blind  is  invariably  intense,  not  only  in  the  regular  work  but  in 
all  activities  of  the  school,  and  they  participate  in  discussons  and 
debates  wth  all  the  freedom  of  normal  children.  By  means  of  the 
Ziegler  Magazine  they  are  up  to  date  on  current  topics  and  can 
discuss  with  vigor  the  Mexican  situation  or  the  latest  game  of 
baseball. 

Arrangements  have  been  made  by  which  Braille  books  from 
the  Public  Library  are  sent  out  to  the  centers  for  the  blind. 

Results:  The  foregoing  method  of  training  the  blind  has 
been  worked  out  in  Chicago  since  1900  and  has  brought  most  grat- 
ifying results.  The  pupils,  with  the  exception  of  two  or  three,  are 
up  to  grade  and  some  are  better  than  the  average.  Three  are  to  be 
graduated  from  the  elementary  schools  this  June,  eight  are  doing 
creditable  work  in  the  high  schools,  and  one  in  the  University  of 
Chicago.  Formerly  it  was  considered  absolutely  necessary  that  a 
blind  child  be  separated  from  home  if  he  desired  an  education. 
The  work  done  by  the  public  schools  has  proved  that  the  blind 
may  receive  careful  training  and  at  the  same  time  grow  up  in 


REPORT  OF  THE  SUPERINTENDENT.  229 

the  normal  environment  of  home  and  family.  Doubtless  the  eflQ- 
ciency  of  the  instruction  is  due  to  a  great  extent  to  the  fact  that 
the  preparation  of  nearly  all  work  by  the  pupils  is  carried  on  under 
the  direction  of  the  special  teacher  who  is  at  hand  to  explain, 
correct  and  guide. 

Recommendations. 

(1)  The  committee  feels  that  additional  equipment  would  add 
to  the  efficiency  of  the  work.  One  typewriter  for  each  room  is 
not  an  adequate  supply.  One  of  the  teachers  expressed  a  strong 
desire  for  a  good  foot-power  loom.  All  three  very  much  wished 
for  sewing  machines. 

(2)  Since  the  choice  of  life  work  for  the  blind  is,  to  an  ex- 
tent, limited,  more  attention  should  perhaps  be  paid  to  early  guid- 
ance for  vocational  decision.  If  so,  we  suggest  that  the  Vocational 
Bureau  co-operate  with  the  supervisor  of  the  department  in  satis- 
factorily placing  blind  pupils. 

(3)  The  work  of  the  blind,  however,  is  seriously  handicapped 
by  the  lack  of  a  regularly  appointed  printer  whose  business  it 
should  be  to  prepare  all  necessary  texts.  A  more  than  ordinary 
printer  is  needed,  as  he  must  be  conversant  with  the  matter  to  be 
taught.  What  is  really  needed  is  a  printer -teacher.  At  present 
one  of  the  manual  training  teachers  devotes  his  Saturdays  to  this 
work,  but  naturally  fails  to  supply  the  wants.  This  man  formerly 
spent  all  his  time  at  this  work,  but,  like  others,  gave  it  up  be- 
cause of  greater  inducements  along  other  lines.  The  failure  to 
keep  a  man  in  this  position  is  due  to  the  fact  that  the  salary  is 
altogether  inadequate,  other  lines  of  special  work  offering  greater 
opportunity  as  to  salary  and  advancement.  The  time  of  such  a 
man  might  be  fully  occupied  if  he  taught  the  manual  training  in 
all  the  centers  and  spent  the  rest  of  the  week  in  the  printing 
office  preparing  necessary  plates  and  books.  It  seems  a  matter 
of  poor  economy  to  limit  the  possibilities  of  a  work  for  which 
otherwise  adequate  provision  has  been  made  because  of  the  need 
for  one  more  salary. 

Special  Divisions  for  the  Deaf. 

The  department,  for  the  deaf,  the  oldest  of  the  special  depart- 
ments of  the  Chicago  public  schools,  was  organized  in  1875.  The 
manual  system  was  taught  exclusively  until  1805,  when  the  first 
oral  class  was  established.  For  a  number  of  years  both  the  oral 
and  the  manual  systems  were  taught  and  parents  were  permitted 


230  PUBLIC     SCHOOLS. 

to  choose  which  ever  system  they  preferred  for  their  children. 
Gradually  the  manual  system  was  superseded  by  the  oral  system. 

The  same  year  that  the  oral  system  was  introduced  a  train- 
ing class  for  teachers  of  the  deaf  was  organized  at  the  Chicago 
Normal  School,  where  a  graduate  course  was  offered  with  a  schol- 
arship of  $300,  as  an  inducement  to  students  to  undertake  this 
training.  This  arrangement  failed  to  attract  the  necessary  num- 
ber of  teachers  to  meet  the  demand,  and  in  February,  1914,  a  two- 
year  under-graduate  course  that  promises  to  solve  the  problem 
of  obtaining  a  sufficient  number  of  teachers  was  offered  at  the 
Teachers'  College. 

The  policy  recently  adopted  of  grouping  the  divisions  for 
the  deaf  in  a  few"  school  centers  has  proved  a  wise  one.  Better 
grading  of  pupils  has  thus  been  affected,  and  a  saving  of  special 
equipment  has  been  brought  about.  Parents  are  urged  to  move 
into  the  districts  in  which  these  special  schools  for  the  deaf  are 
located.  The  Board,  however,  pays  carfare  for  all  pupils  who  live 
at  a  distance,  and  in  some  cases  pays  a  small  sum  for  an  attendant. 

The  classes  in  Chicago  are  graded  according  to  their  language 

ability.  In  several  European  countries  the  classification  is  as 
follows: 

{a)  ,  The  semi-deaf. 

(b)  Totally  deaf  from  birth  or  before  acquiring  speech. 

(c)  Dull  and  backward  and  totally  deaf — like  class  (b). 

(d)  The  feeble-minded  deaf. 

In  nearly  every  class  visited  pupils  of  the  first  three  types 
were  found  and  often  of  the  fourth  type  also. 

The  committee  recommends  (1)  that  pupils  of  the  above 
classifications  be  segregated,  as  far  as  practicable,  for  more  effi- 
cient teaching;  (2)  if,  after  tw^o  or  three  years  of  trial  with  the 
oral  method  it  is  evident  that  any  child  of  type  (c)  is  not  making 
satisfactory  progress,  the  committee  believes  that  it  is  inadvisable 
to  continue  to  teach  him  by  the  oral  method,  and  recommends 
that  the  child  be  sent  for  instruction  in  some  form  of  manual  ex- 
pression to  a  center  to  be  established  for  this  purpose;  (3)  that 
pupils  belonging  in  class  (d)  should  be  excluded  from  the  public 
schools.  Though  any  suggestion  contrary  to  teaching  the  purely 
oral  method  is  heterodox,  the  tremendous  time  spent  in  attempting 
to  teach  these  children  by  the  oral  method  might  be  more  profit- 
ably utilized.  In  at  least  one  excellent  system  of  schools  the  very 
slow  children  are  taught  the  manual  method  and  are  given  special 
training  tending  te  make  them  self-supporting. 

When  given  proper  facilities  with  which  to  learn,  it  has 
been  demonstrated  that  deaf  pupils  show  no  marked  inferiority 


REPORT  OF  THE  SUPERINTENDENT.  231 

in  economic  efficiency.  There  is  no  intrinsic  reason  why  boys  and 
girls  who  are  deaf  should  not  be  graduated  from  the  Chicago  public 
schools,  well  equipped  for  honorable  self-support,  able  to  make  a 
living  without  asking  allowance  for  their  affliction.  The  most 
important  service  the  public  schools  can  render  the  deaf  is  to  train 
them  so  that  they  can  mingle  with  their  fellows  on  equal  terms. 

Equipment:  A  room  in  each  center  is  provided  with  zinc- 
covered  tables,  zinc-lined  cabinets  and  chests,  potter's  wheels 
and  tools  for  clay-modeling.  Except  at  the  Parker  Practice  School, 
which  is  badly  crowded,  each  center  is  also  provided  with  a  print- 
ing outfit.  This  printing  outfit  is  the  only  strictly  vocational  train- 
ing equipment  furnished  particularly  for  the  deaf  pupils,  as  the 
regular  school  equipment  is  utilized  for  the  manual  training,  cook- 
ing, and  sewing  which  are  now  being  taught  to  the  deaf  pupils  of 
the  higher  grades.  More  work  leading  directly  into  vocational 
lines  should  be  given.  The  school  life  of  the  deaf  children  may 
well  be  prolonged  until  they  are  at  least  eighteen  years  of  age. 

Rhythmic  exericises  have  been  found  exceedingly  valuable 
in  training  the  attention  and  power  of  concentration  of  these  pu- 
pils. For  this  reason  pianos  have  been  furnished  the  different 
centers.  Although  many  pupils  have  spent  several  years  in  these 
centers,  it  is  deplorable  that  an  even  ordinarily  pleasing  quality 
of  voice  has  not  been  developed.  Further  than  this,  it  is  almost  im- 
possible for  a  stranger  to  understand  the  ordinary  conversation 
of  these  pupils  on  account  of  the  dead  metallic  quality  and  monot- 
ony of  their  tones.  The  acquisition  of  more  pleasing  tones  may  be 
too  high  a  standard  to  set  for  the  deaf,  but  it  is  highly  desirable  if 
attainable,  and  we  suggest  that  a  teacher  who  has  made  a  specialty 
of  the  right  development  of  the  voice  should  be  assigned  to  each 
center  and  should  give  the  children  expert  instruction  as  to  over- 
coming the  false  habits  of  enunciation  and  of  voice  production  to 
which  the  deaf,  as  a  rule,  are  liable.  For  the  work  of  each  such 
teacher,  a  sound-proof  room  ought  to  be  provided  where  she  can 
have  the  right  conditions  for  observing  the  speech  of  the  indi- 
vidual pupils  and  where  she  may  give  to  each  child  in  turn  what- 
ever personal  suggestions  are  likely  to  be  of  value.  Any  instru- 
ments or  apparatus  that  have  been  found  useful  in  this  work 
should  be  provided. 

Physical  Education:  It  is  evident  that  Ihe  physical  defects 
of  deaf  children  may  require  scientific  attention  boyond  the  scope 
of  the  regular  school  doctor.  Tn  this  connection,  the  suggestion 
is  made  that  a  separate  corps  of  physicians  and  nurses  should  be 
assigned  to  all  Ihe  special  divisions  of  the  schools,  including  the 
deaf  divisions.     Not  only   in  any  givpn  case  could  better  results 


232  PUBLIC     SCHOOLS. 

thus  be  obtained,  but  the  general  study  of  the  defectives  in  the 
schools  would  also  be  thereby  considerably  promoted. 

Corrective  gymnastics  should  be  an  important  part  of  tha 
course  prescribed  for  the  children  in  the  special  divisions  for  the 
deaf.  The  work  should  be  under  the  charge  of  a  supervisor  who 
has  had  special  training  along  this  line  and  who  should  visit  the 
centers  as  often  as  possible.  The  corrective  gymnastics  would  nec- 
essarily be  individual  and  should  be  approved  by  the  physician 
assigned  to  the  special  division. 

Nutrition:  Most  of  the  children  in  the  centers  for  the  deaf 
come  long  distances  to  school  and  virtually  all  of  the  pupils  of  this 
description  bring  cold  lunches.  Some  measure  ought  to  be  taken 
to  provide  them  with  a  warm  meal  daily. 

There  are  two  hundred  and  sixty  deaf  pupils  in  the  Chicago 
schools.  They  are  cared  for  at  three  centers — the  Parker  Practice 
school,  having  ninety-eight  pupils  and  twelve  teachers,  the  Ed- 
ward Delano  center,  nintey-one  pupils  and  ten  teachers,  the  Wa- 
ters Center,  sixty-three  pupils  and  seven  teachers.  At  the  Koz- 
minski  School  there  is  one  teacher  with  eight  pupils.  As  soon  as 
possible  this  center  should  be  closed  and  the  pupils  transferred 
in  order  that  the  pupils  may  be  properly  graded. 

Centers  for  Anaemic  Children. 

Boards  of  Education,  being  charged  with  the  training  of  all 
classes  of  children  in  the  community,  may  properly  undertake  the 
provision  of  special  hygienic  measures  for  children  of  low  vitality. 
Work  along  this  line  was  begun  in  the  fall  of  1909  by  the  establish- 
ment of  the  first  open-air  school.  Today  we  have  fourteen  such 
centers  with  an  enrollment  of  more  than  five  hundred  pupils. 

Centers :  The  centers  for  anaemic  children  are  of  two  classes, 
(a)  "open-air  rooms"  on  the  roofs  of  buildings,  and  (b^  open- 
window  rooms  in  regularly  heated  class  rooms  in  which  the  win- 
dows are  constantly  kept  open,  supplying  air  directly  from  the  out- 
side. Several  types  of  windows  are  used,  the  most  satisfactory 
being  the  inverted  awning  by  which  the  air  is  deflected  to  prevent 
drafts.  Several  rooms  in  the  building  are  usually  at  the  service 
of  the  "open-air  crusaders,"  a  recitation  room,  a  dining  room  with 
kitchen  attached,  and  a  rest  room  fitted  up  with  sleeping  cots. 

Plan:  The  work  is  carried  on  under  three  agencies,  (a) 
The  Board  of  Education  which  furnishes  the  teachers,  the  class 
rooms  with  their  equipment,  and  school  supplies;  (b)  The  Eliza- 
beth McGormick  Memorial  Foundation  which  defrays  the  expense 
of  physicians,  nurses,  matrons  who  cook  and  serve  the  food,  spe- 


REPORT  OF  THE  SUPERINTENDENT.  233 

cial  clothing,  and  cots;  and  (c)   The  Municipal  Tuberculosis  San- 
itarium which  furnishes  the  food. 

Purpose:  The  academic  phase  of  the  child's  development  is 
a  secondary  consideration — soundness  of  health  and  physical  de- 
velopment being  of  prime  importance.  The  curriculum  is  ad- 
justed to  give  first  place  to  the  care  of  the  child's  physical  welfare 
in  the  effort  to  build  him  up  so  that  he  is  able  to  resist  the  ten- 
dency to  disease.  To  this  end  four  factors  are  utilized — fresh  air, 
careful  medical  examination  and  supervision,  proper  food  and 
rest. 

The  supply  of  proper  food  is  a  most  important  feature  of 
the  regimen  since  home  conditions  are  often  imfavorable  and  be- 
cause many  of  the  pupils  live  at  a  distance  from  the  centers. 
The  dietary  is  planned  by  the  McCormick  Foundation  under  skilled 
direction.  The  aim  is  to  supply  each  child  with  one  thousand 
calories  per  day. 

Careful  medical  examinations  are  made  and  the  condition  of 
each  child  is  studied  and  tabulated.  The  temperatures  of  each 
pupil  is  taken  daily,  and  the  children  weighed  at  least  once  a 
month.  Special  care  is  taken  to  remedy  physical  defects  as  far  as 
possible. 

The  Pupils:  Children  admitted  into  the  open-air  and  low 
temperature  rooms  are  in  the  main  those  of  tubercular  tendencies, 
though  anaemic  pupils  and  those  of  low  vitality  are  not  refused. 
No  pupil  with  an  open  lesion  is  enrolled.  Since  these  rooms  are 
ungraded,  the  memberships  are  smaller  than  usual,  the  maximum 
being  thirty.  Freedom  from  restraint  marks  the  government.  The 
"atmosphere"  of  the  rooms  is  invigorating  and  inspiring. 

As  a  protection  from  the  cold,  the  pupils  are  furnished  blanket 
Eskimo  suits  loose  enough  to  allow  the  wearers  to  work  and  exer- 
cise with  all  due  freedom.     Cleanliness  is  insisted  upon. 

Routine:  The  program  is  planned  with  primary  consideration 
for  the  physical  needs.  When  the  pupils  arrive  in  the  morning, 
breakfast  consisting  of  a  cereal  and  milk  or  hot  milk  or  cocoa  is 
served.  Incidenlally  table  courtesy  is  inculcated.  After*  broakfast, 
the  children  go  to  the  recitation  room  where  the  regular  program 
is  carried  on,  broken  into  at  intervals  by  the  visits  of  doctoi"  and 
nurse.  Light  gymnastics  and  breathing  exercises  are  important 
items.  At  11  :20  a.  m.,  tho  childifMi  prepare  for  the  dinner  hour, 
which  is  a  time  of  sociability  and  good  cheer.  This  is  followed 
by  the  tooth-bF'ush  drill  and  fhc  rest  hour,  a  period  of  complete 
relaxation  when  absolntf  quiet,  is  insisted  upon  and  sleep  encour- 
aged. School  work  follows  for  the  rest  of  the  day.  Some  experi- 
ments have  been  made,  eliminating  th»'  rest  period,  to  determine 


234  PUBLIC    SCHOOLS. 

what  factors  contribute  most  to  the  improvement  of  the  children, 
but  not  enough  has  been  done  to  permit  of  any  definite  statement. 

Results :  The  physical  improvement  of  the  children  is  shown 
in  brighter  eyes,  more  alert  movements,  regular  attendance,  and 
increased  interest;  more  scientifically  by  the  gain  in  weight.  Be- 
cause of  the  many  interruptions  and  the  time  spent  in  the  oare 
of  the  health,  academic  progress  would  seem  to  be  slow.  How- 
ever, the  increased  mental  efficiency  and  more  regular  attendance 
counteract  the  loss  of  time.  Discipline  is  practically  nil.  Teachers 
and  principals  alike  seem  enthusiastic  about  the  results.  The 
direct  work  done  with  the  children  is  hardly  more  valuable  tnan 
the  "follow  up  work''  carried  into  the  homes,  where  parents  are 
instructed  in  food  values,  the  effects  of  cleanliness  and  ventilation 
and  the  laws  of  hygiene  generally. 

Recommeyidntions  :  Recommendation  is  made  that  in  planning 
new  buildings : 

(1)  Provision  be  made  for  rooms  exposed  on  three  sides  to 
air  and  sunlight  and  supplied  with  direct  heat.  That  expense  is 
not  a  prohibitory  item  has  been  demonstrated  by  the  work  which 
for  more  than  a  year  has  been  carried  on  with  marked  success  in 
one  public  school  where  funds  have  been  furnished  by  the  school 
and  community. 

(2)  The  desks  and  seats  occupied  by  the  pupils  be  easily  ad- 
justable. 

(3^  Sanitary  appointments,  including  convenient  toilet  ar- 
rangements, be  as  .erfect  as  possible.  Vacuum  cleaning  and  wash- 
ing of  rooms  should  be  frequent  and  furniture  should  be  simple 
to  facilitate  cleaning  and  to  prevent  dust  accumulations. 

(4)  Some  form  of  musical  instrument  be  a  part  of  the  equip- 
ment. 

(5)  There  be  much  corrective  g>'mnastics,  rhythmic  games 
and  breathing  exercises  under  a  doctor's  direction. 

(6)  If  possible,  a  community  garden  or  conservatory  be  pro- 
vided, and  nature  study  be  given  special  emphasis. 

Special  Schools  for  Crippled  Children. 

Two  schools  for  crippled  children  are  supported  by  the  Board 
of  Education — the  Spalding  School  on  the  West  Side  and  the  Fallon 
School  on  the  South  Side.  The  buildings  have  been  especially  de- 
signed for  the  comfort  and  safety  of  the  children.  The  corridors 
are  wide,  and  the  rooms  have  wide  aisles  for  those  children  who 
are  obliged  to  move  about  on  crutches  or  wheel  chairs.  There  are 
no  stairways. 

Admission:      Before   admission   to   the  Schools  for  Crippled 


REPORT  OF  THE  SUPERI  NTENDKNT.  235 

Children,  all  pupils  are  given  a  physical  examination  by  a  regu- 
lar physician,  and  mental  tests  by  the  Child  Study  Department. 

Membership:  The  Spalding  School  has  six  divisions  and  one 
hundred  and  sixty  pupils  in  attendance.  From  ten  to  twenty 
children  attend  the  school  regularly  from  the  Home  for  Destitute 
Crippled  Children.  The  other  pupils  are  cari'ied  to  and  from 
the  school  in  nine  'busses  supplied  by  the  Board  of  Education. 
The  city  gives  the  services  of  a  policeman  for  each  'bus,  who  rides 
with  the  children  and  helps  in  their  care.  Although  the  school 
accommodations  may  seem  to  be  ample,  they  are  not  sufficient  to 
provide  for  all  crippled  children  who  desire  to  attend,  as  twelve 
or  fifteen  pupils  have  been  refused  admission  to  the  Spalding 
School  this  year,  on  account  of  lack  of  room. 

Instruction:  The  pupils  receive  regular  instruction  in  cook- 
ing, manual  training  and  sewing,  in  addition  to  the  regular  aca- 
demic work.  In  order  that  the  girls  may  have  some  experience 
in  cooking  large  quantities  of  food,  they  provide  the  school  lunch- 
eon once  a  week.  This  means,  they  prepare  food  for  one  hundred 
sixty  pupils.  It  is  thought  the  work  may  open  an  avenue  whicii 
will  lead  some  of  the  girls  to  self-support. 

No  special  class  of  children  need  more  help  than  the  crippled. 
Nothing  that  can  make  these  children  even  partially  self-support- 
ing should  be  neglected.  Therefore  any  equipment  that  will  pro- 
vide instruction  leading  into  a  useful  vocational  line  should  be 
provided.  It  is  recommended  that  typewriters,  sewing  machines 
and  material  be  furnished  upon  request. 

Physical  Care:  The  Board  of  Health  provides  a  nurse,  who 
remains  at  least  two  hours  in  lln'  school  each  day.  She  dresses 
all  wounds  and  gives  proper  instruction  against  possible  conta- 
gion. The  Board  of  Education  provides  necessary  surgical  dress- 
ings and  medicine.  The  School  is  provided  with  a  rest  room,  con- 
taining three  beds,  where  pupils  who  find  school  work  too  fatigu- 
ing are  permitted  to  rest  a  certain  period  each  day. 

Inholh  the  Spalding  and  the  Fallon  schools,  a  luncheon  is  pro- 
vided each  day,  the  services  of  a  cook  and  the  food  being  paid  for 
by  the  Board  of  Education. 

P  hi/sir  al  lulu  cation  :  A  special  teacher  has  been  assigned  to 
the  work  of  giving  the  i>ur)ils  the  amount  of  physical  education 
best  suited  to  \ho\v  condition.  She  visit,s  the  school  twice  each 
week.  ]]i'r  work  is  generally  in  the  line  of  corrective  gymnastics 
and  is  ('specially  fitlefi  to  individual  cases.  A  great  improvement 
has  been  noticed  in  the  carriage  of  pu[)ils  who  had  acquir^'d  faulty 
habits.  In  connection  with  tliis  woik,  it  is  interesting  to  know 
that  one  ctilM  who  hnd  never  walked  has  learned   to  rlo  so  ^ince 


236  PUBLIC     SCHOOLS. 

she  has  had  this  instruction.    Pupils  are  also  taught  to  take  part 
in  plays  and  games. 

At  the  Fallon  School  on  the  South  Side,  there  are  two  divis- 
ions of  fifty-six  pupils.  The  work  is  similar  to  that  at  the  Spalding 
School.  A  charitable  society  provides  funds  for  the  care  of  seven 
destitute  children  who  are  cared  for  in  a  private  home  called 
Happy  Haven.  These  children  are  taken  to  school  in  regular  school 
'busses.  In  addition  to  the  cooking,  manual  training  and  sew- 
ing regularly  taught,  a  teacher  has  given  instruction  in  typewrit- 
ing and  cobbling  shoes.  She  feels  that  the  first  subject  espeially 
is  particularly  helpful,  as  copying  on  the  typewriter  is  profitable 
and  a  kind  of  work  which  these  children  may  do  readily. 

Recommendations:  There  are  many  crippled  children  of 
school  age  who  cannot  be  provided  for  in  centers  already  estab- 
lished. As  before  stated,  the  Spalding  School  is  now  overcrowded. 
A  new  center  should  be  opened  on  the  North  Side.  At  the  Fallon 
School  there  is  room  for  one  division,  but  the  present  'bus  service 
does  not  extend  further  south  than  58th  street.  Instead  of  opening 
a  new  center  for  pupils  living  south  of  58th  street,  between  West- 
ern avenue  and  the  Lake,  if  an  automobile  'bus  could  be  provided 
such  children  could  bo  transferred  to  the  Fallon  School  at  less 
expense. 

Bedside  Teacher:  In  addition  to  the  teachers  who  are  assigned 
to  each  division  of  the  school,  this  year  a  bedside  teacher  has  been 
appointed  to  the  Home  for  Crippled  Children  to  teach  those  who 
are  obliged  to  remain  in  bed.  There  are  many  children  in  the 
Home  for  Crippled  Children  who  are  suffering  from  various  forms 
of  spinal  disease  and  who  are  sometimes  strapped  to  a  board  for 
months  and  even  for  years.  Until  this  year  they  received  no  in- 
struction. This  teacher  visits  the  bedside  and  with  a  portable 
blackboard  and  other  necessary  equipment,  gives  each  child  such 
work  as  he  is  able  to  do.  The  progress  made  by  the  pupils  has 
been  more  than  satisfactory. 

Special  Division.s  for  Subnormal  Children. 

The  Royal  College  of  Surgeons,  London,  defines  a  feeble-mind- 
ed person  as  "one  who  is  capable  of  earning  his  living  under  fa- 
vorable circumstances  but  is  incapable  from  mental  defects  exist- 
ing from  birth  or  from  an  early  age  of  (a^  competing  on  equal 
terms  with  his  fellows,  or  (b^  managing  himself  and  his  affairs 
with  ordinary  prudence."  Dr.  Goddard  of  the  Vineland  (N.  J.) 
School  goes  further  and  says  a  subnormal  child  is  "one  who  is  un- 
able to  do  school  work  at  the  usual  rate."  These  children  he  di- 
vides into  two  classes,  "(a^  the  temporarily  subnormal  or  retarded, 


REPORT  UFIHE  SUPERINTENDENT.  237 

(b)  the  permanently  subnormal  or  arrested."  The  latter,  who 
are  the  feeble-minded,  he  divides  into  three  classes  according  to 
their  mental  ability,  namely,  idiots,  imbeciles  and  morons. 

The  observations  of  the  committee  and  the  records  of  the 
Child  Study  Department  confirm  the  opinion,  aptly  expressed  by 
a  member  of  the  committee,  that  we  have  in  the  divisions  for  the 
subnormal  a  "hodge-podge"  made  up  of  children  suffering  from: 

(1)  Physically  abnormal  but  reparable  conditions — adenoids, 
bad  teeth,  diseased  tonsils,  eye-strain,  special  sex  abnormalities. 

(2)  Sick  children — those  suffering  from  chorea,  heart  dis- 
ease or  scoliosis. 

(3)  Motor  minded,  peculiar  and  nervous  children. 

In  addition  to  the  foregoing  classes  of  temporarily  retarded 
children  we  have  also  in  these  rooms  some  children  that  are  per- 
manently retarded  or  feeble-minded.  Gases  of  doubtful  classifi- 
cation near  the  border  line  of  imbecility  are  sometimes  admitted  to 
subnormal  rooms  to  await  further  examination.  Often  these  pu- 
pils remain  a  long  time,  associated  with  children  of  distinctly 
higher  mentality  before  it  is  decided  that  they  are  not  proper 
subjects  for  the  pubic  schools.  No  mistaken  notions  of  kindness 
to  such  non-educable  children  should  be  allowed  to  operate 
against  the  interests  of  the  others.  The  non-educable  are  dis- 
tinctly custodial  cases,  and  all  sympathy  felt  for  them  should  be 
expended  toward  obtaining  an  adequate  number  of  institutions  for 
their  care.  Society  in  general,  and  parents  in  particular,  should 
be  brought  to  understand  that  the  responsibility  for  these  cases 
does  not  rest  upon  the  public  schools.  One  hundred  of  these  un- 
fortunates found  to  be  hopelessly  imbecile  were  excluded  from  the 
subnormal  rooms  during  the  last  year  as  belonging  to  the  class 
Witmer  prefers  to  designate  as  the  "socially  defective,"  or  "socially 
unfit."  In  neglecting  this  class  of  misfits  in  the  public  schools  and 
in  making  no  provision  for  their  care,  the  city  pursues  a  short- 
sighted policy,  the  history  of  pauperism  and  crime  in  various  de- 
grees provng  how  expensive  they  become  in  later  life. 

The  committoe  believes  that  the  temporarilu  retarded  pupils 
should  not  be  compelled  to  mingle  with  the  permanently  retarded 
or  feeble-minded.  Therefore  we  recommend  that  provision  should 
be  made  for  classifying  the  backward  children  into  at  least  two 
groups:  (1)  those  who  are  permanently  arrested  in  their  develop- 
ment, or  the  morons  abovp  referred  to.  (2)  those  who  are  retarded 
but  may  recover  their  standing  in  the  regular  grades.  To  this  end 
there  should  be  at  least  two  rooms  at  each  center,  one  for  the 
first  group  with   a  momhorship   limited   to  fifteen,  the  other  for 


;^3»  PUBLIC     SCHOOLS. 

the  second  group  with  a  membership  of  from  twenty-five  to  tliirty 

pupils. 

The.  experience  of  bringing  the  deaf  together  in  large  num- 
bers has  suggested  the  feasibility  of  centralizing  in  good  neigh- 
borhoods several  divisions  of  backward  and  mentally  defective 
children.  Vacant  buildings  in  good  condition  in  several  sections 
of  the  city  might  well  be  equipped  and  utilized  for  this  purpose. 
This  plan  wodld  possess  many  advantages  in  the  enthusiasm  that 
results  from  numbers  and  in  the  help  that  teachers  would  derive 
from  companionship  and  from  mutual  exchange  of  ideas  and  by 
reason  also  of  the  benefits  of  closer  supervision. 

The  committee  suggests  further  that  the  classes  for  morons 
be  divided  into  three  groups,  those  in  the  lowest  class  to  be  known 
as  Glass  C,  to  be  promoted  after  a  time,  if  possible,  to  an  inter- 
mediate class  to  be  called  Class  B.  These  pupils  rarely  succeed 
in  advancing  beyond  the  academic  requirements  of  grade  four. 
When  they  have  acoomplished  this  and  are  not  able  to  work  in 
the  regular  grades,  they  should  be  formed  into  a  third  class  to 
be  called  Class  A,  and  given  pre-vocational  training  such  as  is  now 
provided  for  the  elementary  pupils  in  the  Technical  High  Schools. 

Equipment:  The  equipment  of  special  centers  for  backward 
children  consists  mainly  of  desks,  lockers,  looms  and  four-pupil 
manual  training  benches.  As  rapidly  as  possible  the  fixed  desks 
are  being  replaced  by  movable  tables  and  chairs.  In  like  manner, 
the  four-pupil  manual  training  benches  are  giving  way  to  combi- 
nation manual  training  benches  and  lockers.  The  new  equip- 
ment is  a  decided  improvement,  as  it  provides  for  greater  freedom 
for  the  pupils  and  allows  floor  space  needed  for  games  and  ex- 
ercise. 

As,  on  account  of  the  limited  space,  no  provision  for  gym- 
nastic apparatus  in  these  rooms  can  well  be  made,  we  recommend 
special  provision  for  regular  training  in  the  school  gymnasium 
under  the  supervision  of  a  special  teacher  of  physical  education. 

Personal  habits  of  order  and  cleanliness  can  not  be  insisted 
upon  too  strongly.  Therefore  where  bathrooms  are  installed  at 
least  two  full  baths  a  week  should  be  given.  If  this  be  impossible, 
then  each  room  should  be  provided  with  a  lavatory  and  a  plentiful 
supply  of  towels  and  soap. 

In  addition  to  the  usual  forms  of  manual  training,  it  is  sug- 
gested that  where  special  centers  for  backward  children  are  es- 
tablished provision  for  school  gardens  be  made  and  tools  fur- 
nished so  that  pupils  may  obtain  the  benefit  of  outdoor  work,  with 
its  tremendous  possibilities  for  mental  and  physical  development. 

Teachers:     The  teachers  are  conscientious,  enthusiastic  and 


REPORT  OF  THE  SUPERINTENDENT.  239 

sympathetic,  alive  to  the  social  and  moral  problems  involved. 
Their  efforts,  however,  are  often  wasted  because  they  have  no 
special  training  for  teaching  this  class  of  children.  Furthermore, 
the  Child  Study  Department  can  not  legally  make  a  complete  phys- 
ical examination.  Laws  should  be  enacted  which  will  remedy  this 
defect.  It  is  recommended  that  parents  be  required  to  be  present 
during  any  such  physical  examination  and  be  given  the  information 
that  will  bring  them  to  a  realization  of  their  duties  and  respon- 
sibilities. 

The   teacher   also   should   be   furnished   with   sufticient   data 
upon  which  to.  base  her  instruction. 

As  regards  the  Course  of  Study  planned  for  backward  pupils, 
the  committee  believes  that  it  should  be  adapted  to  the  individual 
tastes,  capacity  and  development  of  the  pupils  in  question,  rather 
than  made  to  measure  up  to  the  standards  and  ideals  of  the  regular 
class-room.  Backward  children  in  particular  develop  best  in  a 
happy  environment,  and  may  be  most  profitably  occupied  with 
those  things  which  can  be  attempted  with  some  degree  of  success. 
The  committee  has  found  in  some  places  exceptionally  good  hand- 
work, including  woodwork,  basketry,  pottery  and  textile  fabrics. 
On  the  other  hand  in  many  places  the  hand  work  was  of  mediocre 
quality,  owing  to  the  teacher's' lack  of  vision  and  preparation.  More 
and  more  in  the  manual  work  the  vocational  side  should  be  em- 
phasized and  such  problems  chosen  as  will  make  advance  possible 
in  progressive  steps,  but  allowance  should  be  made  for  individual 
capacities  and  preferences.  As  a  liberal  portion  of  school  time  has 
been  allotted  to  this  subject  and  as  the  Board  of  Education  has 
been  generous  in  supplying  tools  and  material,  the  results  should 
be  commensurate  therewith. 

To  aid  in  obtaining  specially  trained  teachers,  the  committee 
recommends  that  the  following  courses  be  offered  at  the  Teachers' 
College  to  experienced  teahers  who  elect  to  take  up  this  kind  of 
work : 

(1)  Child  Psychology,  with  special  attention  to  the  correction 
of  mental  defects. 

(2)  Physiology,  correction  of  speech,  and  abnormal  condi- 
tions generally. 

(3)  Gymnastics.  At  present  too  little  is  done  to  correct 
faults  of  carriage  or  lack  of  co-ordination.  Narrow  chests,  slouch- 
ing gait,  and  feeble  muscular  control  receive  little  or  no  special 
attention.  Nor  is  sullicient  attention  given  to  the  fatigue  limit 
so  easily  reached  in  these  children,  and  so  destructive  if  not 
considered. 

(4)  Manual  training. 


240  PUBLIC     SCHOOLS. 

Experienced  teachers  who  desire  to  make  this  special  prepa- 
ration should  be  granted  at  least  three  months'  leave  of  absence 
for  this  purpose  without  loss  of  pay.  The  committee  feels  that 
this  would  be  a  really  economic  measure.  The  overhead  charger 
for  these  divisions  are  at  present  enormous.  The  added  expense 
to  the  taxpayers  in  giving  this  special  training  to  teachers  would 
be  more  than  compensated  for  in  the  increased  efficiency  of  the 
output.  In  addition  to  the  special  preparation  outlined,  the 
teacher  should  have  a  genuine  aptitude  for  this  kind  of  work,  and 
by  sympathetic  insight,  good  temper,  and  the  cheerful  disposition 
which  accompanies  perfect  health  and  sound  nerves,  be  a  source 
of  inspiration  to  the  backward  or  retarded  child. 

Number  of  Centers. 

Dr.  Goddard,  who  has  studied  10,000  feeble-minded  children, 
states  that  from  one  to  two  per  cent,  of  every  school  is  mentally 
defective.  Applying  his  figures  to  the  school  enrollment  of  Chicago, 
which  was  294,612  for  the  year  1912-13,  there  must  be  about  3000 
such  cases  in  the  Chicago  public  schools,  including  idiots  and 
imbeciles,  who  constitute  a  very  small  part  of  the  total.  With 
these  figures  in  mind,  it  is  readily  seen  that  forty-six  rooms  is 
not  suflicient  number  to  provide  for  this  class  of  pupils.  We 
therefore  urge  that  the  number  of  divisions  be  materially  in- 
creased. 

Special  Hecommeudations. 

In  conclusion  we  further  recommend  that: 

(1)  Since  parents  object  to  the  terms  ''subnormal  and 
"backward"  as  being  of  a  stigmatizing  character,  the  name  "Aux- 
iliary Schools"  be  adopted  from  the  German  instead. 

(2)  In  the  case  of  permanently  retarded  children  the  boys 
and  girls  be  taught  in  separate  divisions  and  provided  with  special 
toilet  facilities. 

(3)  A  campaign  be  inaugurated  for  establishing  near  Chicago 
an  institution  for  imbeciles. 

(4)  A  piano  or  some  other  musical  instrument  be  placed  in 
each  room  for  backward  children. 

(5)  Rooms  for  backward  children  be  opened  in  one  of  the 
Practice  Schools  for  the  special  training  of  teachers  of  backward 
children. 

(6)  The  Board  of  Education  be  empowered  to  have  such  phys- 
ical defects  as  adenoids  removed,  to  furnish  glasses  when  needed 


REPORT  OF  THE  SUPERINTENDENT.  241 

to  the  children  ol"  indigent  parents,  and  to  provide  lunches  when 
prescribed  by  the  physician.  Special  laws  should  be  enacted  au- 
thorizing examination  and  medical  treatment. 

(7;  A  special  and  detailed  examination  under  the  direction 
of  the  Child  Study  Department  be  made  of  all  children  consid- 
ered subnormal,  including  those  who  have  spent  more  than  two 
years  in  their  present  grade. 

County  Hospital  Special  Division. 

During  the  present  school  year,  a  special  room  has  been  estab- 
lished in  the  venereal  ward  at  the  Children's  Annex  to  the  Cook 
County  Hospital.  One  end  of  a  ward  is  fitted  up  for  a  school 
room,  and  here  a  teacher  carries  on  the  regular  school  work  for 
five  hours  a  day:  The  Board  of  Education  pays  the  teacher's 
salary,  furnishes  desks,  a  portable  blackboard,  books  and  the 
ordinary  school  supplies.  The  average  number  of  pupils  in  attend- 
ance is  15.  The  greater  number  is  in  grades  one  and  two,  but  a  few 
have  been  enrolled  in  grades  three,  four  and  five.  The  average  time 
spent  by  the  pupils  in  this  room  is  three  months  and  during  this 
time  the  children,  although  weak  physically,  are  regular  in  at- 
tendance and  are  able  to  do  the  grade  work  acceptably. 

It  is  recommended  that  special  divisions  be  opened  in  Cook 
County  Hospital  for  children  convalescing  from  other  contagious 
diseases.  Frequently  these  children  are  kept  several  weeks  and 
would  be  able  to  do  school  work,  if  a  suitable  kind  were  provided. 

Special  Divisions  for  Epileptics. 

Because  this  department  has  just  been  established,  not  much 
can  be  reported  in  the  way  of  survey,  but  some  considerations 
seem  advisable  toward  shaping  the  future  policy  of  the  Board  of 
Education  toward  these  unfortunates. 

Except  that  imperative  circumstances  demand  that  something 
be  done  to  keep  epileptic  children  of  school  age  off  the  streets 
and  yet  out  of  the  ordinary  school  rooms,  it  is  hard  to  see  any 
reason  for  the  existence  of  special  divisions  for  epileptics.  They 
rightfully  belong  in  special  separate  institutions  entirely  away 
from  such  schools,  preferably  in  the  country,  but  easily  accessible 
from  the  city. 

According  to  the  best  information  obtainable  by  your  com- 
mittee, theiM'  are  more  than  five  hundred  epileptic  children  of 
school  age  in  TUiicago.  Of  this  numbor  a  great  majority  are  as 
yet  almost  wholly  un[)rovided  with  ad<Miuate  care.  It  is  greatly 
to   the  credit  of   fh(>   pi'cscnt   school    administration    thnf    for   the 


242  PUBLIC     SCHOOLS. 

first  time  in  the  history  of  Chicago  systematic  measures  have  been 
taken  to  deal  with  such  cases.  During  the  present  year  the  first 
special  divisions  ever  opened  for  epileptic  children  in  the  Chicago 
public  schools  have  been  established — one  on  the  north  side  at 
the  Jahn  School,  with  a  membership  of  six  pupils,  and  one  at 
the  Washington  on  the  west  side,  with  a  membership  of  five.  One 
is  to  be  opened  soon  at  the  Mark  Sheridan  School  on  the  south 
side.  This  small  attendance  is  partly  due  to  the  fact  that  he 
Board  of  Education  has  not  yet  made  an  appropriation  for  trans- 
portation, but  funds  will  be  provided  for  this  purpose  in  the  near 
future. 

The  equipment  of  these  special  divisions  is  the  same  as  that 
of  an  ordinary  school  room,  with  the  addition  of  a  mattress  placed 
on  the  floor  in  a  corner  of  the  room,  so  that  a  pupil  may  lie 
down  whenever  necessary.  The  addition  of  a  screen  and  light 
blanket  for  covering  might  add  to  the  comfort  of  the  patient. 
It  is  suggested  that  one  meal  a  day  be  given  in  school  to  these 
children,  not  only  on  account  of  their  carrying  cold  lunches  but 
also  because  of  the  importance  of  dieting  in  the  treatment  of  this 
disease;  further,  that  parents  be  furnished  diet  lists,  and  that 
mothers  be  instructed  in  the  proper  care  and  feeding  of  the  pa- 
tients. 

Dr.  William  Healy,  director  of  the  Juvenile  Psychopathic  In- 
stitute in  Chicago,  says:  "The  epileptics  are  not  wanted  in  school. 
They  cannot  be  tolerated  in  a  business  position.  They  are  dan- 
gerous to  themselves  and  others  in  almost  any  factory  or  work- 
shop, and  they  are  not  even  wanted  in  the  reformatories."  .  .  . 
"The  hospital  for  the  insane  is  not  a  proper  place  for  an  epileptic 
who  is  not  considerably  demented." 

In  the  judgment  of  your  committee  the  State  of  Illinois  ought 
to  establish  an  institution  for  this  large  class  of  defectives,  where 
the  perils  to  the  patient  himself  as  well  as  to  the  community 
would  be  controlled,  where  the  ailment  could  be  studied,  and  where 
the  patient's  condition,  if  possible,  could  be  improved.  There  are 
no  better  terms  in  which  to  urge  this  measure  than  the  following 
words  of  Dr.  Healy: 

"The  non-segregation  of  epileptics  in  Illinois,  despite  many  ap- 
peals to  the  legislature,  is  utterly  uneconomical,  unsympathetic  and 
in  general  significant  of  a  partly  civilized  state  of  social  conscious- 
ness. The  tears  of  afflicted  mothers,  the  heartbroken  discourage- 
ment of  the  epileptics  themselves,  when  they  are  not  too  far  gone 
to  care,  and  the  vast  costs  and  injuries  endured  by  society  on 


REPORT  OF  THE  SUPERINTENDENT.  243 

■ 

account  of  crimes  and  vices  committed  by  epileptics  all  cry  out 
together  against  such  wanton  neglect." 
Respectfully  submitted, 

MINNIE  R.  GOWAN,  Chairman 
Mary  J.  Boughan, 

Principal,      Yon      Humboldt 
School. 
L.  W.  CoLWELL,  Secretary, 

Principal,  Cleveland  School. 
E.  E.  Cole, 

Principal,   Darwin   School. 
H.  G.  Clark, 

Principal,    Clarke    School. 
Katharine  W.   Gullen, 

Head    Asst.^    South    Deering 

School. 
Elizabeth  R.  Daly, 

Principal,     Haines     Practice 

School. 
Minnie  E.  Fallon, 

Head  Asst.  Bryn  Mawr  School. 
Caroline  Hedger,  M.  D. 
Isabella  King, 

Head  Asst.,  Douglas  School. 
Thos.  J.  Plant, 

Principal,   May  School. 
Ada  B.  Sempill, 

Principal,    Monroe   School. 
Lillias  M.  Williamson. 

Principal,   Golman    School. 


244  PUBLIC     SCHOOLS. 


Penny  Lunches. 

The  first  penny  lunch  was  opened  in  the  Chicago  Schools 
upon  recommendation  of  a  member  of  the  Board  of  Education, 
Mrs.  P.  J.  O'Keeffe,  at  the  Adams  School  in  1911.  The  result 
of  this  experiment  was  so  satisfactory  that  the  opening  of  the 
penny  lunch  rooms  at  the  Foster  and  Washburne  followed. 

The  Chicago  School  Extension  Committee,  composed  of  dele- 
gates appointed  from  sixty  or  more  Women's  Clubs  in  and  near 
Chicago  co-operates  with  the  Board  of  Education  in  maintaining 
these  three  penny  lunch  centers.  Tlie  Board  of  Education  fur- 
nishes the  equipment,  pays  the  gas  bill,  and  the  wages  of  the 
cook  and  the  dishwasher.  The  i>ennies  paid  by  the  children  cover 
the  cost  of  the  food  material  and  the  Club  Women  plan  to  supply 
the  pennies  when  absolutely  necessary.  It  is  very  desirable  that 
this  should  be  done  without  the  label  of  the  blue  ticket.  Th»' 
Women's  Clubs  interested  in  this  movement  pay  for  the  services 
of  a  supervisor  who  plans  the  menus. and  purchases  the  food.  The 
close  buying  necessary  is  shown  in  the  financial  statement.  One 
year  there  was  a  deficit  of  six  cents  and  another  a  cash  balance 
of  six  cents. 

The  number  of  children  served  daily  at  each  center  varies 
from  one  hundred  fifty  to  five  hundred,  depending  on  the  school 
and  in  the  same  school  on  the  weather  and  the  menu  for  the  day. 
This  serving  means  active  work,  not  only  because  of  the  great 
number  of  children,  but  because  of  limited  space  and  time.  Mem- 
bers of  the  Women's  Clubs  appear  daily  at  the  noon  hour  and 
assist  with  the  serving.  Their  presence  is  a  help  in  many  ways 
beyond  the  goodly  service  rendered. 

In  January  of  this  year  a  penny  lunch  room  was  opened  at 
the  Haines  Practice  School.  The  Board  of  Education  furnishes  thi? 
equipment  and  pays  for  service  as  at  the  other  centers.  The 
teacher  in  charge  of  the  Household  Science  in  the  Haines  School 
has  immediate  direction  of  the  penny  lunches.  This  means  that 
the  work  done  by  the  paid  supervisor  of  the  other  centers  is  car- 
ried here  by  the  regular  Household  Science  teacher,  who  because 
of  her  interest  in  the  plan,  has  willingly  given  her  time  and 
accepted  the  additional  responsibility. 

At  the  various  centers  we  found  special  attempts  were  being 
made  to  have  the  penny  lunches  sufficiently  attractive  to  compete 
with  the  unwholesome  wares  presented  by  the  street  venders.    At 


REPORT  OF  THE  SUPERINTENDENT.  245 

the  Adams  School  the  Club  Women  have  undertaken  the  furnish- 
ing of  a  mid-morning  and  a  mid-afternoon  luncheon  for  the  chil- 
dren in  the  subnormal  room.  The  usual  good  results  are  already 
to  be  noted. 

The  following  sample  menus  are  interesting  as  they  show  what 
is  being  served  for  a  penny: — 

I.  Soup : — bean,  pea,  tomato  or  spaghetti  with  two  slices  of 
bread. 

II.  Hot  cocoa  or  cold  milk  with  a  sandwich  made  of  two 
slices  of  bread  with  jelly  or  peanut  or  fruit  butter. 

III.  Cold  milk  with  two  crackers  and  a  tablespoon  of  raisins 
or  a  few  dates.  Everywhere  the  favorite  menu  was  the  one  that 
included  sausage  sandwiches. 

A  cup  of  cocoa  as  served  costs  one-third  of  a  cent.  Day  old 
bread  is  purchased  at  2%  cents  a  loaf  and  Pasteurized  skimmed 
milk  at  eight  cents  a  gallon.  Each  loaf  is  cut  into  sixteen  slices. 
And  yet,  one  penny's  worth  of  this  food  taken  once  a  day  has 
such  an  effect  on  the  children  that  their  improvement  in  health 
and  school  work  can  be  noticed. 

These  results  suggest  that  this  is  the  first  department 
that  ought  to  grow,  so  that  in  the  near  future  all  children  who 
need  it  can  have  this  help. 

Committee : 
Ida  M.  Cook, 

Supervisor  Household  Arts. 
Jenny  H.  Snow, 

Household  Science  Teacher. 
Chicago  Normal  College. 


246  PUBLIC     SCHOOLS. 


CORRECTIVE   INS  OTUTIONS. 

The  character  building  forces  which  we  term  "Education" 
emanate  not  only  from  the  School,  the  Home  and  the  Church,  but 
in  equal  measure  from  the  street  and  public  amusement  places; 
from  occupations  and  companionship.  Education  may  be  upward 
toward  good  citizenship  which  means  service  in  community  life, 
or  it  may  be  downward  to  that  pitiful  degradation  which  is  a 
threat  and  a  menace.  For  this  reason  a  city's  care  of  its  dependent 
and  delinquent  children  should  be  looked  upon  as  a  measure  for 
its  own  safety,  a  civic  duty  comparable  to  that  which  provides  a 
Fire  Department,  a  Police  Department  and  Department  of  Health. 
The  expenditure  of  money  for  such  care  should  be  considered  a 
wise  and  necessary  investment  for  the  public  good.  If  the  neglect 
and  indifference  of  parents  is  supplemented  by  neglect  and  indif- 
ference on  the  part  of  the  city,  the  case  of  the  children  is  des- 
perate indeed,  and  the  outlook  for  the  city  itself  is  full  of  danger. 
Following  is  a  brief  summary  of  Chicago's  provisions  for  the  saving 
of  her  delinquent  boys  and  girls.  The  three  civic  bodies  inter- 
ested,— the  County,  the  City  and  the  Board  of  Education  have 
generously  overlooked  all  technical  questions  of  authority  and 
have  worked  harmoniously  for  the  public  good. 

Juvenile  Court. 

Corrective  measures  provided  by  the  State  law  for  the  care 
and  betterment  of  delinquent  children  are  now  administered  by 
the  Juvenile  Court  which  was  organized  fifteen  years  ago  the  first 
of  next  July,  and  was  the  first  of  its  kind  ever  organized. 

It  is  well  to  realize  the  progress  we  are  making  provided  we 
continue  to  move  forward.  Hence  a  word  as  to  the  former  treat- 
ment of  unfortunate  children  is  not  out  of  place.  For  countless 
years  laws  were  made  with  penalties  attached  for  infraction  and 
the  aim  of  society  seemed  to  be  the  protection  of  the  laws  rather 
than  of  the  children.  Prior  to  July,  1899,  the  age  of  "criminal 
responsibility"  in  Illinois  was  ten  years.  Prior  to  1845  it  was 
seven  years.  Awaiting  trial  in  Chicago,  children  were  incarcer- 
ated in  the  jail  with  criminal  men  and  women,  a  most  effective 
school  for  crime,  and  sentences  were  served  in  the  jail  or  at  the 
Bridewell.  Trials  were  conducted  with  all  the  formalities  pertain- 
ing to  criminal  law,  judges  far  removed  and  awful,  grand  jury, 
petit  jury,   criminal  lawyers  and  all — a  terrible  array  for  chil- 


REPORT  OF  THE  SUPERINTENDENT.  247 

dren  to  meet.  For  the  year  prior  to  the  enactment  of  the  Juvenile 
Court  law — iifteen  years  ago — more  than  five  hundred  juvenile 
delinquents  were  committed  to  the  County  Jail  in  Chicago. 

The  idea  that  these  children  were  ''wards  of  the  State"  and 
as  such  entitled  to  the  protection  and  fostering  care  of  the 
State  slowly  fought  its  way  into  recognition  through  the  splendid 
efforts  of  Mrs.  Lucy  Flower  and  other  noble  women  of  the  Chicago 
Woman's  Club.  The  Juvenile  Court  was  the  result.  The  funda- 
mental principle  behind  it  is  that  each  child  brought  to  the  Court 
is  something  to  be  saved  to  society  if  possible,  and  that  it  is  not 
so  much  a  question  of  what  he  has  done,  as  what  can  be  done 
for  him. 

In  the  Juvenile  Court  all  formalities  of  Court  procedure  are 
dispensed  with  and  the  Judge  draws  the  children  close  to  him 
and  talks  with  them  familiarly  to  gain  their  complete  confidence. 
Richard  S.  Tuthill,  Julian  W.  Mack  and  Merritt  W.  Pinckney  will 
long  be  remembered  with  gratitude  by  the  people  of  Cook  County 
for  so  successfully  having  set  in  motion  and  conducted  this  court 
to  the  present  time.  Judge  Pinckney  is  completing  his  sixth  year 
in  the  court.  He  is  a  lawyer  of  unusual  ability  and  a  man  of 
the  finest  sensibilities  whose  sympathies  are  always  with  the 
children.  For  several  years,  more  than  four  thousand  children 
have  had  hearings  in  the  Juvenile  Court  each  year,  and  one  Judge 
has  attended  to  them  all.  Although  cases  were  conducted  very 
quietly  and  ideally  as  compared  with  ordinary  court  procedure, 
it  was  felt  by  Judge  Pinckney  that  another  forward  step  must  bo 
taken.  An  assistant  to  Judge  Pinckney  was  allowed  and  fortun- 
ately he  had  the  choice  of  that  assistant, — a  woman  la\\'yer  of 
long  experience,  fine  ability,  and  one  whose  life  is  devoted  to  the 
rescue  of  unfortunate  girls. 

Of  two  thousand  seven  hundred  delinquent  children  brought 
into  court  last  year,  six  hundred  fifty  were  girls.  For  these  girls 
a  separate  and  distinct  court  room  was  established  one  year  ago 
to  which  only  the  parents  or  guardians  are  admitted  at  hearings. 
The  Judgo  and  her  stenographer  sit  at  small  desks  before  which 
the  girls  stand.  There  is  a  row  of  six  chairs  behind  the  children 
so  that  only  one  kind-hearted  woman  looks  into  their  face=. 

"What  has  become  of  the  four  fhousand  two  hundred  and 
seventy-nine  children  brought  into  the  Juvenile  Court  the  papt 
year?"  is  the  vital  question  whicli  can  he  answered  only  in  a  very 
general  way  in  these  limits..  Of  these  children,  two  thousand  fifty 
including  truants  were  delinquent  boys,  six  hundred  fifty  delin- 
quent girls.  Of  the  boys  about  six  hundred  fifty  wi-re  truants  or 
semi-dolinquents.     Th('  rf-mainder.  nearlv  one   thousand   six  hiin- 


248  PUBLIC     SCHOOLS. 

dred  children,  were  dependents  guilty  of  nothing  but  poverty  and 
neglect. 

Probation. 

A  large  portion  of  the  delinquents  are  "first  offense''  cases. 
These  are  generally  given  a  chance  to  make  good  on  promises  of 
both  parents  and  children.  Second  and  even  third  offenders  are 
frequently  given  "another  chance"  and  with  the  others  are  placed 
under  the  care  of  "Probation  Officers"  to  whom  they  are  obliged 
to  report  each  week.  In  case  they  fail  to  report,  they  are  brought 
into  Court  to  give  an  account  of  themselves  to  the  judge.  Each 
case  is  kept  in  full  detail  in  the  records  of  the  court. 

There  are  seventy  probation  officers,  men  and  women  whose 
full  time  is  given  to  this  work.  Judge  Pinckney  speaks  very  highly 
of  the  faithfulness  and  effectiveness  of  these  officers.  They  are 
expected  to  know  every  detail  of  home  conditions  and  as  much 
of  the  life  history  of  parents  as  can  be  ascertained.  They  find 
out  how  the  children  spend  evenings  and  try  to  check  practices 
which  may  lead  to  trouble, — all  in  the  most  friendly  spirit.  The 
officer  who  can  gain  the  full  confidence  of  children  and  parents 
can  be  of  untold  service,  and  there  are  many  such. 

"Home  Findinci"  and  "Followiiifl  Up." 

Another  very  important  disposition  of  cases  in  the  Juvenile 
Court  was  established  by  Judge  Pinckney  nearly  four  years  ago 
and  has  now  grown  into  a  settled  institution.  In  most  cases  the 
homes  of  delinquent  children  are  so  vicious  through  drunkenness 
or  other  immorality  or  separation  of  parents  that  any  right  con- 
duct on  the  part  of  the  children  is  almost  out  of  question.  Judge 
Pinckney  has  agencies  at  work  finding  good  homes  on  farms  within 
fifty  miles  of  Chicago,  to  which  boys  may  be  sent  on  parole.  These 
boys  are  seen  as  often  as  once  each  month  by  friendly  visitors, 
who  report  progress  of  boys  and  conditions  of  homes.  One  hun- 
dred twenty  boys  each  year  have  been  sent  out  and  from  seventy- 
five  to  ninety  per  cent  of  them  have  done  well.  The  change  wrought 
in  health  by  fresh  air,  good  food  and  regular  outdoor  exercise  is 
remarkable.  Whatever  wages  are  earned  are  spent  for  the  boys' 
necessities  or  placed  to  their  credit  in  banks.  The  w^ages  run  from 
five  to  tw^enty  dollars  per  month  and  are  paid  into  the  custody 
of  the  Court.  This  scheme  of  Judge  Pinckney  is  purely  philan- 
thropic. The  expenses  connected  wiih  placing  and  following  up 
these  boys  are  borne  by  generous  friends  of  the  Judge.  Cook 
County  has  not  yet  reached  that  stage  of  wisdom  which  provides 
for  such  work  as  a  civic  duty,— but  it  will  in  time.    Every  boy  so 


REPORT  OF  THE  SUPERINTENDENT.  249 

sent  to  a  farm,  instead  of  to  the  John  Worthy  School,  and  who 
makes  good  would  save  to  the  County  at  least  $300.00  per  year, 
and  he  may  earn  from  $100.00  to  $300.00  more.  The  people  en- 
giaged  in  this  sort  of  work  must  be  first  class  men  and  women, 
educated,  refined,  and  of  strong  and  attractive  personality.  The 
wards  of  politicians  will  not  fill  the  bill.  The  right  sort  of  people 
can  be  secured  if  they  are  adequately  paid,  and  only  such  are  good 
economy. 

Detention  Home. 

On  Gilpin  place,  just  east  of  Halsted  street,  a  building  to  house 
the  Juvenile  Court  and  Detention  Home  was  dedicated  August  7, 
1907.  The  Detention  Home  is  for  the  housing  of  delinquent  and 
of  dependent  children  until  their  cases  are  disposed  of  by  the 
Juvenile  Court.  The  building  is  109x106  feet  and  three  stories 
high.  The  building  was  greatly  exploited  in  the  press,  but  like 
many  other  Chicago  projects,  it  proved  utterly  inadequate.  Within 
three  years  it  was  greatly  overcrowded  and  at  the  end  of  two  more 
it  was  unbearable.  Later,  one-half  of  the  tenth  story  of  the  Court 
House  was  finished  for  the  use  of  the  .Juvenile  Court  and  its  vari- 
ous departments,  leaving  the  entire  building  on  Gilpin  Place  to 
be  remodeled  and  used  as  a  Detention  Home  and  School. 

One  year  ago  the  Board  of  Education  completed  the  acquiring 
of  a  lot  125  feet  square,  south  of  Detention  Home  and  fronting 
Forquer  street,  for  a  school,  and  a  commodious  two  story  building 
is  nearing  completion.  The  new  building,  with  the  south  wall  of 
the  old  one,  surrounds  a  quadrangle  80  feet  square,  which  will  give 
the  children  at  the  Detention  Home  their  first  opportunity  for 
oudoor  exercise.  The  school  rooms  and  an  ample  gymnasium  are 
on  the  first  fioor,  each  room  having  its  own  toilet  facilities,  thus 
rendering  proper  segregation  possible.  The  second  story  will  be 
finished  as  dormitories  for  boys  and  for  the  dependents.  There 
will  also  be  a  fine  play  room  for  dependents. 

It  may  be  explained  that  the  management  of  the  Detention 
Home  is  not  an  easy  proposition.  The  number  of  inmates  and 
their  personnel  are  constantly  changing  quantities.  They  remain 
in  the  Home  from  ten  to  sixty  days — not  often  longer  than  thirty 
days.  So  any  efi^ectiveness  in  a  school  will  call  for  the  greatest 
skill  on  the  part  of  teachers.  There  are  five  excellent  teachers 
in  the  school,  which  is  in  operation  fr'om  nine  to  four  o'clock.  A 
man  and  a  woman  teacher  of  physical  culture  come  an  hour  each 
day  at  four  o'clock.  'Inhere  are  from  seventy-five  to  one  hundred 
twenty-five  children  in  the  Home. 

The  Board  of  Education  has  dealt  generously  with  these  unfor- 


250  PUBLIC     SCHOOLS. 

lunate  children  and  the  coming  years  will  be  very  diflerent  from 
the  past  ones  for  whatever  inmates  are  housed  in  the  Detention 
Home.  The  hardest  days  are  Saturday  afternoons,  Sundays  and 
other  holidays.  Some  adequate  provision  should  be  made  to  make 
these  days  pleasant  and  profitable  for  the  children.  One  of  the 
teachers  might  undertake  the  enterprise  as  a  specialty,  if  she  were 
paid  for  it.  Or  the  teachers  could  take  turns  on  the  same  terms. 
Another  feature  calling  for  remedy  is  the  transportation  of  girls 
and  boys  in  vans  from  the  Home  to  their  hearings  at  the  Court 
House — fully  one  and  one-half  miles  through  busy  streets,  subject 
to  the  gaze  and  comments  of  idle  curiosity.  This  arrangement 
cannot  last  in  Chicago.  It  is  intolerable.  The  future  will  demand 
that  the  Juvenile  Court  and  the  Detention  Home,  with  necessary 
hospital  and  school,  shall  be  built  together  on  ample  lands,  far 
enough  from  the  center  of  the  city  to  insure  fresh  air,  free  recrea- 
tion and  safety  from  curiosity-seekers.  Chicago  and  Cook  County 
cannot  be  satisfied  with  less  than  this  and  we  commend  the 
same  to  the  authorities  of  the  city  and  county  as  mattcT 
for  thought. 

Special  Rooms  for  Truant  Boys. 

Truants  are  accounted  "delinquents"  and  the  very  great  major- 
ity of  them  are  brought  into  line  by  means  of  two  very  ditTerent 
agencies.  Boys  become  truants  because  of  restless  dispositions, 
because  the  work  of  the  school  does  not  interest  them,  and  more 
than  these,  because  of  weak  and  indifferent  parents. 

About  six  years  ago,  a  room  at  the  Jenner  School  was  fitted 
out  with  work  benches  and  other  facilities  for  hand  work,  and 
with  twenty-four  desks  for  study.  A  strong  teacher,  who  liked 
boys,  was  placed  in  charge  and  twenty-four  boys  from  a  group  of 
schools  in  the  vicinity  were  placed  in  her  care.  Eligibility  for 
membership  depended  upon  habitual  truancy  or  incorrigibility. 
Cards  of  admission  were  furnished  by  the  Judge  of  the  Juvenile 
Court,  and  for  the  first  time  the  boys  became  conscious  of  the 
power  of  the  State  to  control  their  actions.  They  lived  at  home 
and  were  all  anxious  to  return  to  their  o^ti  schools,  which  they 
could  do  after  several  months  of  approved  good  behavior.  Since 
that  time  eleven  other  such  rooms  have  been  established,  most 
of  them  within  the  past  year  or  two.  The  experiment  is  a  great 
success.  While  every  room  is  doing  good  w^ork,  some  of  them 
are  remarkable,  returning  every  boy  to  his  normal  school  condi- 
tion. These  boys  are  Parental  School  cases  and  the  enormous 
importance  of  tlie  work  appears  when  we  consider  that  eighty  per 


REPORT  OF  THE  SUPERINTENDENT.  251 

cent  or  more  of  them  make  good  while  living  at  home,  and  that 
a  great  expense  is  thereby  saved  to  the  Board  of  Education. 
Your  committee  submits  the  following  suggestions : 

a.  That  teachers  be  trained  in  this  work  and  always  chosen 
from  the  best  material  in  the  teaching  force  of  the  city. 

b.  That  all  children  be  critically  examined  by  the  Child  Study 
Department  before  assignment. 

c.  Special  attention  to  cleanliness  and  personal  appearance. 
Frequency  of  baths  in  school  or  at  home. 

d.  Daily  exercise  in  the  School  Gymnasium — fifteen  minutes. 

e.  That  boys  have  care  of  cleanliness  and  arrangement  of 
their  school  room,  especially  the  windows. 

f.  Boys  to  have  plants  in  windows  and  make  them  thrifty. 

g.  Boys  to  have  fifteen  minutes  for  a  singing  lesson  every 
day,  under  the  best  singing  teacher  in  the  school.  Rote  singing 
of  patriotic  and  folk  songs  of  all  nations,  and  songs  to  inspire 
courage  in  successful  living. 

Singing  was  heard  in  only  one  class,  but  that  was  remarkably 
good,  the  boys  seeming  to  enjoy  it  intensely  and  singing  with  great 
spirit. 

Parental  School. 

The  Parental  School  was  opened  for  boys  habitually  truant 
from  home  or  school  or  both.  January  31,  1902,  with  thirteen  boys. 
It  is  at  Bowmanville,  about  eight  miles  from  the  Court  House. 
There  are  now  one  hundred  ten  acres  in  the  farm,  eight  cottages 
for  three  hundred  twenty  boys,  a  fine  school  building  of  eight 
rooms  tastefully  decorated  with  pictures  and  plants,  a  pleas- 
ant assembly  hall  and  an  excellent  manual  training  department.  In 
the  school  are  grades  two  to  seven,  inclusive,  and  all,  beginning 
with  the  fourth  grade,  spend  one  hour  each  day  in  the  shops.  In 
the  working  season  the  boys  spend  one  hour  each  day  on  the  farm, 
each  boy  having  his  own  plot  of  ground  and  being  solely  responsible 
for  its  cultivation.  The  farm  work  is  done  under  the  direction 
of  the  class  teacher  and  it  is  well  done.  Tho  farm  is  stocked  with 
thirty  fine  cows,  several  horses,  a  lot  of  pigs,  and  fifteen  hundred 
chickens.  The  boys  are  partially  responsible  for  the  care  of  these 
animals.  The  cottages  are  real  homes,  each  undor  the  care  of  a 
man  and  his  wifp,  nnd  oach  houses  forty  boys.  These  home- 
makers  are  as  carefully  chosen,  as  are  the  teachers,  and  the  boys 
are  carefully  instructpd  in  whatevpr  of  tho  house  work  they  aro 
capable  of  learning.  FAory  part  of  the  estahlishmont  is  scrupu- 
lously clean  and  every  boy  is  made  to  fpel  his  sharp  of  the  rpsponsi- 
bility  of  kppping  it  so.   Militnrv^  drill  is  givpn  by  boy  officers  under 


252  PUBLIC    SCHOOLS. 

direction  of  the  family  officers.  All  sports  are  under  careful  super- 
vision, baseball  and  tennis  being  the  favorites,  though  other  games 
are  in  evidence,  and  sportsmanlike  conduct  is  the  rule.  Every 
cottage  has  its  own  grounds  for  games.  The  tables  are  amply  sup- 
plied with  wholesome  food,  in  which  fresh  eggs  and  the  best  of 
milk  play  an  abundant  part.  For  the  first  time  in  their  lives,  many 
of  the  boys  know  the  luxury  of  plenty  of  good  food  to  eat. 

In  place  of  bad  coffee,  cigarettes,  cramped  and  dirty  rooms, 
late  hours  with  street  gangs  or  at  "movies",  the  Parental  boy  has 
everything  that  is  conducive  to  health,  including  ten  hours  of 
sleep  every  night  in  his  own  clean  bed,  in  a  perfectly  ventilated 
room.  Is  it  any  wonder  that  the  improvement  of  the  boys  is 
marvelous  in  every  way  and  that  eighty  to  ninety  per  cent  of  them 
make  good? 

One  pleasant  feature  of  the  farm  is  the  nursery  of  several 
thousand  thrifty  young  shade  trees,  which  will  soon  be  available 
for  i)lanting  on  Chicago  school  grounds  free  of  expense  to  any 
principals  who  will  see  that  they  are  properly  planted  and  cared 
for.  So  the  Parental  School  boys  may  be  instrumental  in  the 
improvement  of  all  the  school  premises  in  Chicago  if  the  "other 
boys"  will  lend  a  hand.  It  may  be  added  that  the  all  important 
"follow  up"  work  is  thoroughly  carried  out  at  the  Parental  School. 
Not  a  boy  can  get  away  from  his  record.  The  boys  remain  in  the 
school  from  six  months  to  a  year.  Only  the  recommendation  of 
the  Superintendent  of  the  School  can  release  them  and  they  are 
then  under  surveillance  of  the  school  for  another  year.  They 
may  be  kept  longer,  if  necessary.  The  object  of  the  school  is 
accomplished  in  fully  eighty-five  per  cent  of  the  carses. 

John   Worthy  Scliool. 

The  John  Worthy  School  was  established  about  fifteen  years 
ago  to  provide  a  home  and  school  for  the  boys  incarcerated  in  the 
jail  and  Bridewell.  Before  the  institution  of  the  State  School  at 
St.  Charles  the  John  Worthy  had  become  greatly  overcrowded,  as 
many  as  four  hundred  and  fifty  boys  being  inmates  at  one  time. 
On  the  opening  of  the  St.  Charles  School,  the  number  was  reduced 
more  than  one-half.  For  the  last  few  years  the  number  has  never 
never  reached  two  hundred  and  has  fallen  below  fifty.  At  th^ 
present  time  there  are  seventy-six.  During  the  last  year  the  num- 
ber has  gone  as  high  as  one  hundred  fifty.  In  age  these  boys  rangp 
from  twelve  to  eighteen  years.  In  point  of  delinquency  the  range 
is  five  times  as  great. 

There  are  three  distinct  classes  of  boys  graded  according  to 
experience  and  proficiency  in  crime.    The  first  class  are  but  little 


REPORT  OF  THE  SUPERINTENDENT.  253 

different  from  many  of  the  Parental  School  boys  and  might  have 
been  sent  to  that  school  if  they  had  not  been  fourteen  years  of 
age.  The  second  class  are  of  the  St.  Charles  type, — ^many  of  them 
first  ofl'enders.  They  would  now  be  at  St.  (Jharles  but  for  lack  of 
room  in  cottages.  The  third  class  are  hard  boys,  well  versed  in 
crime,  many  of  whom  expect  to  spend  their  lives  as  criminals 
and  to  exercise  their  wits  only  to  evade  detection  and  punishment. 
To  herd  these  three  classes  together  in  school  at  manual  work, 
iu  games,  in  social  converse,  and  in  dormitory,  is  not  only  lacking 
in  wisdom,  but  savors  of  gross  negligence. 

The  present  school  as  compared  with  what  the  boys  had  twenty 
years  ago  is  admirable  and  reflects  the  greatest  credit  on  the  noble 
men  and  women  who  strove  so  faithfully  for  its  establishment. 
l>ut  the  John  Worthy  School  is  a  part  of  the  city  prison  and  as 
such  should  not  and  will  not  continue. 

The  Board  of  Education  has  nobly  done  its  part  in  the  John 
Worthy  School,  and  the  teachers  now  at  work  there  are  among 
the  best  in  the  city. 

During  the  past  two  years  the  authorities  of  the  County,  of 
the  City  and  the  Board  of  Education  have  striven  to  establish  a 
school  for  boys  of  a  grade  between  the  Parental  and  the  St.  Charles 
schools,  on  a  farm  a't  least  twenty  miles  from  the  city.  Legal  com- 
plications have  thus  far  balked  their  efforts  but  the  school  is  so 
necessary  that  it  will  certainly  be  a  reality  at  no  very  distant  day. 

Of  the  boys  usually  sent  to  the  John  Worthy  School,  the  first 
division  already  mentioned  would  be  sent  to  the  new  school,  the 
second  division  either  to  the  new  school  or  to  St.  Charles.  Whether 
one  class  or  the  other,  they  would  be  sent  on  definite  sentence,  and 
to  be  liberated  only  on  making  good.  They  should  accomplish 
definit*^  work.  The  third  division  of  boys  is  a  most  difficult  prob- 
lem. Ihe  State  institution  at  Pontiac  has  capacity  for  twelve 
hundred  boys,  with  a  present  membership  of  about  five  hundred. 
This  institution  should  be  so  organized  as  to  give  instruction  that 
will  render  the  inmates  capable  of  earning  a  living  because  they 
can  do  something  well.  Sentence  should  be  in  every  case,  depend- 
ent upon  the  work  accomplished  and  liberation  depend  upon  abil- 
ity to  perform  useful  work  in  a  creditabh;  manner.  This  institu- 
tion should  provide  for  the  third  class  of  boys. 

Moi^e  important  stilly  the  Ponliac  Reformatory  should  stand  in 
the  same  relation  to  the  Juvenile  Court  as  does  the  school  at  St. 
Charles.  And,  more  than  this,  the  Juvenile  Court  should  have 
power  to  change  inmates  from  one  institution  to  another  at  its 
discretion. 


254  PUBLIC    SCHOOLS. 

Delinquent  Girls. 

The  girls  and  boys  in  Chicago  are  about  equally  divided  in 
number.  The  delinquent  boys  brought  to  the  attention  of  the 
Juvenile  Court  each  year  greatly  outnumber  the  girls — the  last  year 
two  thousand  and  fifty-two  boys  and  six  hundred  and  fifty  girls. 
The  grounds  of  complaint  are  almost  entirely  different  with  the 
sexes  and  it  stands  to  reason  that  the  treatment  of  offenders 
must  be  different  in  many  essentials. 

The  adequate  treatment  of  delinquent  girls  is  vastly  more  dif- 
ficult than  the  treatment  of  boys,  so  much  more  difficult  that  the 
great  difference  in  numbers  is  largely  counterbalanced. 

The  question  is  often  asked  why  a  Parental  School  is  not  pro- 
vided for  girls  the  same  as  for  boys,  the  question  being  prompted 
by  the  splendid  success  of  the  boys'  school.  The  answer  to  the 
question  is  very  simple.  It  is  because  there  are  practically  no 
persistent  truants  or  incorrigibles  among  the  girls  in  the  Chicago 
public  schools,  or  in  any  other  public  schools  for  that  matter. 
Hence,  there  is  no  demand  for  schools  on  the  Parental  basis  for 
girls. 

A  comparison  of  what  is  done  by  Chicago  and  Cook  County  for 
the  two  classes  of  delinquent  children  divided  on  a  sex  basis  will 
furnish  startling  matter  for  thought  and  for  question  of  justice, 
of  Christianity,  of  humanity,  of  even  the  elements  of  Civic  wisdom. 

Each  of  the  twelve  truant  rooms  in  the  elementary  schools 

provides  for  twenty-four  boys.  The  ordinary  rooms  provide  for 

forty-flve  to  forty-eight  each,  so    that    the    cost    of    schooling 
these  boys  is  doubled. 

The  difference  per  year  is  at  least $    8,000.00 

The  Parental  School  buildings  and  grounds  including 
the  land  under  acquisition,  110  acres  all  told,  are 

easily  worth    525,000.00 

Parental  School  yearly  maintenance 90,000.0c 

The  present  John  Worthy  building  and  land  are  worth 

at   least    100,000.00 

The  entire  annual  maintenance  is  about 60,000.00 

The  services  of  the  Juvenile  Court  in  all  of  its  activities  in- 
cluding the  Detention  Home  are  shared  by  boys  and  girls,  but  here 
again  the  boys  get  the  "lion's  share"  because  of  numbers. 

In  the  expenditure  of  the  City  and  County  for  delinquents, 
vvhat  is  the  exclusive  showing  for  the  girls? 

We  look  in  vain  in  Chicago  and  Cook  County  for  any  appropri- 


REPORT  OF  THE  SUPEIRINTENDENT.  255 

ation  of  taxes  for  the  saving  of  young  girls  who  have  gone  wrong 
as  evidenced  by  any  tax  supported  institution.  That  we  do  not 
want  the  same  sort  of  liomes  and  schools  provided  for  boys — and 
we  do  not— cuts  no  ligure  in  the  case. 

There  is  desperate  need  of  something  to  match  up  the  hun- 
dreds of  thousands  so  generously  and  so  justly  spent  for  the  boys, 
and  of  a  great  splendid  effort  to  save  the  savable  girls. 

"Why  not  send  them  to  Geneva?"  is  an  oft  heard  question. 
iMany  are  sent  there  but  institutional  life  for  girls  cannot  be 
made  so  successful  as  for  boys.  The  variety  of  activities  at  the 
Parental  School  and  St.  Charles,  whether  of  work  or  of  play, 
cannot  be  matched  in  any  institution  for  girls.  At  any  rate  they 
never  have  been  in  Illinois.  Big  institutions  are  not  wanted  any- 
way.   The  problem  for  girls  must  be  solved  some  other  way. 

While  the  private  institutions  established  in  the  city  for  unfor- 
tunate girls  agree  as  to  the  need  for  training  head  and  hand  there 
are  marked  differences  as  to  how  to  reach  the  heart.  In  one  case 
the  aim  is  through  personal  human  touch;  in  another  dependence 
is  placed  on  religious  training.  None  seem  to  have  found  it  pos- 
sible to  reach  the  most  serious  cases,  because  they  cannot  be 
handled  as  individuals.  Girls  of  this  type  do  not  readily  respond 
to  the  group  plan  of  salvation. 

Almost  all  of  the  six  hundred  and  fifty  girls  who  have  come 
before  Judge  Bartelme  are  sexually  immoral.  Their  ages  range 
from  ten  to  eighteen  years.  Many  of  them,  indeed  most  of  them, 
are  not  very  bad  girls.  They  are  victims  of  conditions  in  vicious 
homes  caused  by  poverty  and  dissipation  and  neglect  of  parent.>^. 
There  is  also  an  irresistible  craving  for  fun  and  excitement,  for 
play  and  amusements  which  are  so  amply  provided  in  good  homes. 
Skating  rinks,  "movies,"  dance  halls,  motorcycles,  late  hours  in 
crowded  streets  where  scoundrels  in  guise  of  men  and  boys  are 
always  in  waiting, — these  are  the  dangers  which  bring  trouble 
upon  girls. 

Then  to  add  to  the  difficulty  there  is  the  double  standard  of 
morality  set  up  by  society,  including  the  churches,  and  maintained 
for  countless  generations. 

Boys  "sow  their  wild  oats"  until  they  are  sick  of  them  and 
then  they  are  forgiven  by  society,  including  the  churches,  and 
become  laudable  citizens.  But  along  their  paths  may  be  the  wrecks 
of  girls  whom  society,  including  the  churches,  never  forgives,  lives 
hopelessly  blasted,  never  even  permitted  in  respectable  homes, 
much  less  capable  of  making  them. 

It  is  a  strange  comment  on  human  nature  that  women  for- 
give men  and  condone  any  kind  of  living,  but  women  do  not  forgive 


256  PUBLIC    SCHOOLS. 

women.  In  this  work  for  girls,  they  will  have  to  change  front 
and  help,  because  if  these  girls  are  to  be  saved,  women  alone  can 
save  them. 

Of  the  six  hundred  tlfty  delinquent  girls,  two  hundred  eighty- 
four  were  paroled  to  their  parents  and  the  Probation  officers. 
Many  of  the  parents  need  quite  as  much  attention  from  the  officers 
as  do  the  girls.  The  parents  do  not  know  how  to  treat  them  nor 
do  they  realize  what  the  girls  need.  Only  high  class  cultivated 
women  of  keen  and  tender  sensibilities  are  making  competent  Pro- 
bation officers. 

The  most  striking  work  done  by  the  girls'  court  in  its  year's 
service  has  been  the  finding  of  homes  for  unfortunate  girls  directly 
from  the  court.  It  has  place  one  hundred  forty  of  them  with 
people  who  fully  understand  the  need  and  who  wish  to  help.  No 
greater  service  for  humanity  has  ever  been  rendered  in  this  city. 
Whatever  service  is  rendered  by  the  girls  is  paid  for  and  many 
of  them  have  savings  accounts  at  banks.  Homes  that  are  willing 
to  take  the  girls  are  carefully  investigated  and  the  girls  placed 
in  them  are  frequently  visited  by  kind  and  sympathetic  women 
who  advise  them  and  seek  to  strengthen  them  in  good  conduct. 
This  scheme  for  delinquent  girls  is  like  that  for  delinquent  boys. 
The  County  treats  both  alike  and  allows  the  placing  to  be  done 
through  charitable  sources. 

The  pressing  need  asked  for  by  the  girls'  court  is  a  small 
house  or  an  eight  or  nine  room  apartment  centrally  located,  to 
which  the  girls  could  go  to  put  their  clothing  in  order  and  prop- 
erly prepare  to  start  out  in  the  families  in  wliich  they  are  to  bo 
placed.  The  first  impression  made  by  a  girl  in  her  new  home 
will  often  be  lasting  and  may  determine  her  future  usefulness. 
If  she  can  enter  the  family  with  a  neat  suit  case  containing  a  clean 
shirt  waist,  underwear  neatly  darned  and  other  necessary  clothing, 
instead  of  a  newspaper  bundle,  she  could  make  the  new  start 
more  respected  and  self  respecting  than  is  now  possible.  This 
house  or  apartment  would  always  be  the  home  of  the  girl  on  her 
holidays  or  when  out  of  employment. 

A  house  or  an  apartment  is  a  very  modest  request.  To  ask 
for  one  in  each  section  of  the  city  would  still  be  very  modest. 
A  thoroughly  equipped  training  school  to  match  the  new  school 
for  boys,  and  like  that  placed  some  distance  from  the  city  would 
be  most  reasonable;  a  school  for  teaching  girls  how  to  work  and 
how  to  do  a  great  variety  of  things  well  that  people  are  willing 
to  pay  for;  a  station  beween  the  Court  and  the  homes  that  will 
await  the  girls  when  properly  prepared  and  which  shall  be  known 
only  as  a  school  and  a  part  of  our  educational  system.    Such  a 


HEPOKT    UF    THE    SUPEHINTENDEiNT.  25| 

school  is  possible  but  it  must  be  entirely  a  Board  of  Education 
enterprise. 

The  Superintendent  of  Schools  and  the  Judge  of  the  Girls' 
Court  should  choose  the  woman  to  plan  the  new  school  and  to 
organize  it,  and  they  should  be  free  to  seek  her  in  any  part  of 
the  United  States.  She  should  have  absolute  control  in  manage- 
men  and  in  choice  of  teachers,  matrons  and  helpers. 

If  the  woman  is  great  enough,  and  a  woman  so  selected  would 
bo,  the  plan  will  succeed  and  the  girls  with  rare  exceptions  will 
be  saved  to  society  and  the  State. 

Are  there  such  schools?  Very  few,  because  this  great,  rich 
country  has  not  yet  come  to  a  realization  of  the  gravity  of  this 
girl  problem  and  of  the  economy  of  solving  it  right.  First,  prepara- 
tion for  homes;  second,  homes  for  the  unfortunate  girls. 

Money?  Of  course,  it  will  cost  money,  but  remember  that 
Chicago  girls  have  placed  to  their  credit  in  the  Board  of  Educa- 
tion $100,000  each  year  for  several  years  simply  by  not  being  tru- 
ants. Truant  boys  alone  are  costing  that  amount  annually  besides 
a  half  million  dollar  plant.  An  equal  expenditure  for  unfortunate 
girls  would  certainly  be  within  reason  and  justice.  The  neglect 
of  these  girls  may  be  and  will  be  attended  with  consequences 
most  appalling,  not  the  less  so  because  kept  under  cover  and  little 
understood.  The  great  difficulty  in  stimulating  a  willingness  and 
determination  in  the  delinquent  girl  to  earn  her  right  to  respecta- 
bility and  freedom  lies  in  the  fact  that  there  is  so  little  ahead  for 
her  socially.  The  all  important  quesion  is  will  fortunate  people — 
"•'stian  people — who  have  good  homes,  lend  a  hand  and  open 
'imes  to  save  children  who  have  none,  children  who  have 
sinu,  ■  -ure,  but  who  are  often  not  very  guilty.    Remember 

ye  who  be...  ^e  New  Testament  and  profess  to  follow  its  teach- 
ings, that  of  tilt  wo  women  who  mourned  at  the  sepulrher  of 
Jesus  Christ,  one  wa.    Mary  Magdalene. 

Oh  iLLE  T.  Bright,  Chairman. 
Nellie  H.  Cheney, 

Head  Asst.,  Auburn  Park  School. 
Ell.\  R.  Con  NELL, 

Principal,  Gray  School. 

F'LORENf^E  DENEEN, 

Head  Asst.,  Altgeld  School. 
Esther  E.  Moroan, 

pFMncipal,  Waters  School. 
Wu.i.iA.M  B.  Owen, 

Prin.,   Chicago  Teachoi-s   Colloge. 
Molly  McG.  P.atchell, 

Head  Asst.,  Moseley  Schoi^l. 


/ 


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